Creating a SIOP Lesson Plan: SEI Strategies (TEMPLATE IS ALREADY INCLUDED) JUST NEEDS TO BE DONE

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Create a lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a SIOP Lesson Plan based on the Background Information below and your own grade level selection and content area of choice.

Background Information

You are the teacher of a class of 10 ELL students in the same grade, but with differing English proficiency levels. Select your potential grade level and core content area of interest before you begin. Using the SIOP Lesson Plan template in the Student Success Center, design a lesson for those students by completing the following sections of the SIOP lesson plan:

  1. Standards
  2. Theme
  3. Lesson Topic
  4. Objectives (Content and Language)
  5. Learning Strategies
  6. Key Vocabulary
  7. Materials
  8. Motivation (Building Background)
  9. Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback)
  10. Practice and Application (Meaningful activities, interactions, strategies, feedback)
  11. Assessment and Extension (Review objectives, and vocabulary, assess learning)

GCU style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Submit your completed Clinical Field Experience Verification Form or Practicum/Field Experience Observation and Activity Log with this assignment. Directions for submitting can be found on the College of Education site in the Student Success Center.

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SIOP® Lesson Plan Template Name: Date: GCU Course: DELETE ALL RED TEXT prior to submission as it is provided for example only Grade Level: Topic: Standards  Content Standard: Coding Subject/Content Area: Wording  English Language Proficiency Standard: Coding Wording Objectives (Specific, Observable, Measurable. Use professional terms here.)  Content Objective: The student will  Language Objective: The student will Preparation: Explain how you will fulfill each of the following features for this specific lesson:      Language & Content objectives clearly defined, displayed, and reviewed with students Content concepts appropriate for age and educational background level of students Supplementary materials used to a high degree, making the lesson clear and meaningful Adaptation of content to all levels of student proficiency Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and/or speaking Building Background: Explain how you will fulfill each of the following features for this specific lesson:  Concepts explicitly linked to students’ background experiences Example: Video clip “Title” – explain how students would connect this clip to their prior experience   Links explicitly made between past learning and new concepts Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to see) Comprehensible Input:  Speech appropriate for students’ proficiency levels Example: Clear, simple English using familiar content vocabulary   Clear explanation of academic tasks A variety of techniques used to make content concepts clear Strategies: (Include multiple, specific teaching strategies & learning strategies by bulleted title only. Each of these should be presented in the Lesson Delivery section by separate item number.)  Ample opportunities provided for students to use learning strategies Example: Think-Pair-Share to discuss objectives at the beginning of the lesson Graphic organizer during vocabulary instruction Word Sort during vocabulary review activity   Scaffolding techniques consistently used, assisting and supporting student understanding A variety of questions or tasks that promote higher-order thinking skills Interactions:  Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts Example: Partners – occurs during Think-Pair-Share    Grouping configurations support language and content objectives of the lesson Sufficient wait time for student responses consistently provided Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text Practice/Application: (Name 3 different activities for students to practice the skills necessary to meet the objectives. State the specific point in the lesson when each takes place, and identify the specific content (C) objective, or language (L) objective (CL for both) to which it relates. These activities are different from the assessment piece.) The activities incorporate the following features:    Hands-on materials and/or manipulatives provided for students to practice using new content knowledge in the classroom Activities provided for students to apply content and language knowledge Activities integrate all language skills Example: Activity 1 Vocabulary Jeopardy – (C) occurs after vocabulary instruction Activity 2 Activity 3 Lesson Delivery: (Provide a numbered list describing the step-by-step walk-through of a lesson plan that fills a SINGLE class period (approximately 30 – 50 minutes, depending on grade level) from beginning to end. It should describe how the content from all other SIOP components in this lesson plan come together to form a comprehensible lesson for ELLs. Describe the entire lesson from beginning – Building Background – to end Review/Assessment - in detail. Review your steps to ensure the following 4 features have been satisfied:     Content objectives clearly supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged approximately 90% - 100% of the period Pacing of the lesson appropriate to students’ ability levels Example: 1) Begin the lesson with the Video clip, “Title” to connect this lesson to… Review/Assessment Evaluation: (Describe how you will review/wrap-up the lesson, and also how you will evaluate each student’s level of mastery on each of the stated objectives. This is not a general statement, but a description or example of the specific evidence you will have to demonstrate whether students have met the expectations or not.) Example:  Review C1 by…  Assess C1 by… References (If you used any lesson plan website or resources from other sources for any part of this lesson plan, please acknowledge that in this reference section in APA format. I have included the references for all AZ standards. Please eliminate the ones you did not use. If you utilized other sources for your standards, please delete the AZ standards and reference the ones you used accordingly. Arizona Department of Education. (2013). Arizona’s College and Career Ready Standards for English language arts and literacy. Retrieved from http://www.azed.gov/standardspractices/englishlanguageartsstandards/ Arizona Department of Education. (2013). Arizona’s College and Career Ready Standards for math. Retrieved from http://www.azed.gov/standards-practices/mathematics-standards-2/ Arizona Department of Education. (2005). Arizona Science Standard. Retrieved from http://www.azed.gov/standards-practices/academic-standards/science-standard/ Arizona Department of Education. (2006). Arizona’s Social Studies Standard. Retrieved from http://www.azed.gov/standards-practices/academic-standards/social-studies-standard/ Arizona Department of Education. (n.d.). Finalized English Language Proficiency (ELP) Standards. Retrieved from http://www.azed.gov/english-language-learners/elps/ Verb Wheel Based on Revised Bloom’s Taxonomy Analogy Graph Speech Collage Poster Story Summary Drama Outline Photograph Tape Recording Events Diagram Diagram Cartoon People Sculpture Confirm Recordings Photograph Explain Convert Compare Forecast Dictionary Relate Match Discuss Predict Select Estimate Apply Television Describe Illustration Outline Modify Shows Paraphrase Write Infer Build List Identify Construct List Definition Project Locate Recite Prioritize Understand Text Puzzle State Label Report Reading Name Draw Sketch Cartoon Magazine Apply Record Produce Remember Filmstrip Articles Repeat Game Compose Analyze Survey Play Book Combine Create Analyze Sort Article Design Categorize Syllogism Generate Investigate Cartoon Model Hypothesize Song Compare Evaluate Formulate Conclusion Story Debate Originate Graph Justify Set of Rules, Invent Assess Differentiate Principles, Judge Revise Examine Argument or Standards Conclude Appraise broken down Prioritize Rate Critique Invention Experiments Criticize Questionnaire Report Survey Court Trial Report Recommendation Poem Group Discussion Self Evaluation Conclusion Editorial Valuing Domain Appropriate verbs Student products Printing Graphics II | Panther Creek High School Depth of Knowledge (DOK) Levels Define Identify Draw Memorize List Label Illustrate Who, What, When, Where, Why Measure Arrange Name State Tabulate Repeat Report Infer Use Tell Design Recall Quote Categorize Recognize Recite Match Collect and Display Connect Identify Patterns Level Graph One Organize Synthesize (Recall) Classify Construct Separate Level Level Apply Concepts Describe Modify Cause/Effect Two Four Explain Predict (Skill/ (Extended Interpret Estimate Critique Concept) Thinking) Interpret Compare Level Distinguish Analyze Relate Calculate Three Use Context Cues (Strategic Thinking) Create Prove Revise Apprise Assess Develop a Logical Argument Construct Make Observations Use Concepts to Solve Non-Routine Problems Summarize Show Compare Explain Phenomena in Terms of Concepts Formulate Investigate Draw Conclusions Hypothesize Differentiate Cite Evidence Critique Level One Activities Level Two Activities Level Three Activities Level Four Activities Recall elements and details of story structure, such as sequence of events, character, plot and setting. Identify and summarize the major events in a narrative. Support ideas with details and examples. Use context cues to identify the meaning of unfamiliar words. Use voice appropriate to the purpose and audience. Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/ solutions. Solve routine multiple-step problems. Identify research questions and design investigations for a scientific problem. Conduct basic mathematical calculations. Label locations on a map. Represent in words or diagrams a scientific concept or relationship. Perform routine procedures like measuring length or using punctuation marks correctly. Describe the features of a place or people. Describe the cause/effect of a particular event. Identify patterns in events or behavior. Formulate a routine problem given data and conditions. Organize, represent and interpret data. Develop a scientific model for a complex situation. Determine the author’s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts. Apply mathematical model to illuminate a problem or situation. Analyze and synthesize information from multiple sources. Describe and illustrate how common themes are found across texts from different cultures. Design a mathematical model to inform and solve a practical or abstract situation. Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. . Creating a SIOP Lesson Plan: SEI Strategies 1 No Submission 0.00% 2 Insufficient 65.00% 3 Approaching 75.00% 100.0 %Category 10.0 % Standards No standards are mentioned in the lesson. Lesson is not aligned to standards. Standards are Some relevant inconsistently alluded to standards are in the lesson. Lesson is referenced. Some key minimally aligned to standards are standards. Too many or identified. Lesson is too few standards are mostly influenced by included. (Lesson may standards. name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards). 10.0 % Content Content and language Missing either content or Both language and and Language objectives are language objectives. content objectives are Objectives missing. Content Content and language present, and most are vocabulary is not objectives do not provide aligned to standards. addressed. a clear sense of what Stated language students will know and objectives provide a be able to do as a result minimal sense of what of the lesson. Objectives students will be able to are unclear, or are do as a result of the unrelated to standards. lesson. Adequate Incomplete reference to attention is provided to vocabulary instruction. content vocabulary instruction. 20.0 % SIOP Model Fails to use the SIOP Fails to use the SIOP Uses the SIOP model. model. The lesson model. The lesson plan The lesson plan consists plan is missing many consists of most of the of all the required of the required required components. components. The components. The Attention to detail is activities develop ways activities are missing, minimal, to build speed and weak, or incomplete. underdeveloped, or accuracy with text. Skills and activities inappropriate for Activities are are not gradeteaching. Skills and appropriate for grade appropriate. activities are mostly level and encourage grade-appropriate. participation. 20.0 % SEI SEI strategies are Strategies: neither clearly Utilizes SEI identified nor Strategies listed in addressed. assignment. SEI strategies are SEI strategies are present, but are vague or present, but are not poorly developed. fully developed. 4 Acceptable 85.00% 5 Target 100.00% Relevant standards are referenced. Most key standards are identified. Lesson is clearly aligned to standards. Key applicable standards are thoroughly referenced. Lesson is guided by and aligned to standards. Most objectives All objectives are provide a path to aligned to standards. what students will Extensive, wellknow and be able to planned focus on do as a result of the teaching and lesson. Multiple reviewing content strategies for vocabulary before, addressing content during, and after the vocabulary instruction lesson. are evident. Uses the SIOP model. All lesson plan components are addressed. The fluency skills and activities are developed thoughtfully and provide meaningful practice with familiar text. The activities are fun, interactive, and creative. All SEI strategies listed are utilized in the lesson. Correctly uses the SIOP model. All lesson components are addressed. Uses exceptionally organized and engaging activities that create multiple and meaningful opportunities to practice. All SEI strategies listed are utilized in the lesson and clearly evident to the reader. The SEI strategies are creatively interwoven into the learning experience. 10.0 % Review and Assessment Learner objectives are not measured in the assessment. Assessment does not align to activities or objectives. Not all learner objectives All learner objectives All learner objectives are measured within the are measured within the are measured within assessment. Completion assessment. Provides the assessment. criteria is vague. clear direction of where Differing assessment skill development needs formats are utilized. to strengthen. Assessments support Completion criteria is skill growth. appropriate, but lacks Completion criteria is details. appropriate. All learner objectives are clearly and creatively measured. Assessment aligns. Multiple assessment formats are utilized. Assessments support skill growth with comments and appropriate feedback. 10.0 % Lesson There is neither There is little There is basic There is cohesiveness There is exceptional Plan Alignment cohesiveness nor cohesiveness throughout cohesiveness throughout throughout the cohesiveness and Cohesiveness alignment between the lesson. The lesson the lesson. The lesson lesson. The lesson throughout the the components of demonstrates vague demonstrates alignment demonstrates lesson. The lesson this lesson plan. alignment between the between most alignment between demonstrates strong components. components. all components. alignment between all components. 5.0 % There is no evidence Selection of a tool, Selected tool, Selected an effective Shows a deep Appropriateness of selection of an technique, or paradigm technique, or paradigm tool, technique, or understanding of the effective tool, does not relate to the achieves a basic paradigm to achieve audience and the technique, or project or course goal. representation as the desired goal as situation by selecting paradigm to achieve Selected materials defined in the project defined in the project material that the goal as defined in (photos, sound files, or course guideline. or course guideline. enhances the project or course video clips, apparel, Selected materials Selected materials understanding. guideline. Materials illustrations, etc.) are (photos, sound files, (photos, sound files, Selected tools, (photo, sound files, not appropriate for the video clips, apparel, video clips, apparel, techniques, or video clips, apparel, audience and the illustrations, etc.) are illustrations, etc.) are paradigms illustrations, etc.) are situation and are appropriate for the appropriate for the effectively achieve missing. inadequately developed. audience and the audience and the the desired goal. situation, but some of situation. the development of the material is inadequate. 5.0 % Originality The work is an The work is a minimal The product shows The product shows The product shows extensive collection collection or rehash of evidence of originality. evidence of significant evidence and rehash of other other people's ideas, While based on other originality and of originality and people's ideas, products, images, or people's ideas, inventiveness. While inventiveness. The products, images, or inventions. There is no products, images, or based somewhat on majority of the inventions. There is evidence of new thought. inventions, the work other people's ideas, content, and many no evidence of new does offer some new products, images, or of the ideas, are thought or insights. inventions, the work fresh, original, inventiveness. extends beyond that inventive, and based collection to offer upon logical new insights. conclusions and sound research. 10.0 % Mechanics Surface errors are Frequent and repetitive Some mechanical errors Prose is largely free Prose is completely of Writing pervasive enough that mechanical errors or typos are present, of mechanical errors, free of mechanical (includes spelling, they impede distract the reader. but are not overly although a few may errors. A variety of punctuation, communication of Inconsistencies in distracting to the be present. A variety effective sentence grammar, and meaning. language and/or word reader. Correct and of effective sentence structures are language use) Inappropriate word choice are present. varied sentence structures are utilized. Writing is choice and/or Sentence structure is structure and audience- utilized. engaging and sentence construction correct but not varied. appropriate language practice related are employed. are employed. language is utilized. 100 % Total Weightage Linguistic Scaffolds for Writing Effective Language Objectives An effectively written language objective: • • • • • Stems form the linguistic demands of a standards-based lesson task Focuses on high-leverage language that will serve students in other contexts Uses active verbs to name functions/purposes for using language in a specific student task Specifies target language necessary to complete the task Emphasizes development of expressive language skills, speaking and writing, without neglecting listening and reading Sample language objectives: Students will articulate main idea and details using target vocabulary: topic, main idea, detail. Students will describe a character’s emotions using precise adjectives. Students will revise a paragraph using correct present tense and conditional verbs. Students will report a group consensus using past tense citation verbs: determined, concluded. Students will use present tense persuasive verbs to defend a position: maintain, contend. Language Objective Frames: Students will (function: active verb phrase) using Students will use (language target) to (language target) . (function: active verb phrase) . Active Verb Bank to Name Functions for Expressive Language Tasks articulate defend express narrate share ask define identify predict state compose describe justify react to summarize compare discuss label read rephrase contrast elaborate list recite revise debate explain name respond write Language objectives are most effectively communicated with verb phrases such as the following: Students will point out similarities between… Students will articulate events in sequence… Students will express agreement… Students will state opinions about…. Sample Noun Phrases Specifying Language Targets academic vocabulary complete sentences subject verb agreement precise adjectives complex sentences personal pronouns citation verbs clarifying questions past-tense verbs noun phrases prepositional phrases gerunds (verb + ing)  2011 Kate Kinsella, Ed.D. and Tonya Ward Singer Language Objectives with Expressive Verbs and Specified Language Targets Related to Reading Standards: Students will… • make predictions using future tense, and text feature vocabulary (e.g. headings, captions). • formulate pre-reading questions using appropriate question structure. • articulate main idea and details using key vocabulary: main idea, detail. • prioritize arguments in a text using target adjectives: important, essential, significant. • specify bias in a text by identifying adjectives and opinions. • articulate cause and effect relationships within a thinking map using subordinating conjunctions: since, because, when. • describe a character’s emotions using precise adjectives. • retell a narrative story using past tense verbs and adverbs of time (e.g. the next day, later that week) • read text passages containing target vocabulary with prosody • ask and answer “how” questions about main events using the past-tense. Related to Writing Standards: Students will… • express an opinion in a topic sentence for a persuasive paragraph using strong verbs. • write a persuasive paragraph using correct present and conditional verb tenses. • articulate a position using strong present tense verbs: support, maintain, contend, believe. • qualify a position using adverbs: agree/disagree…somewhat, entirely, absolutely, completely • justify a position using relevant details and complete sentences. • develop a supporting detail using complete and varied sentences. • replace everyday vocabulary with precise word choices. • write a personal narrative using regular and irregular past-tense verbs. • provide anecdotes to support a point using regular and irregular past-tense verbs. • summarize a non-fiction text using general present tense and citation verbs. • revise sentence fragments into complex sentences. • write habitual present tense sentences about a classmate’s routines using correct pronouns and subject verb agreement. • provide cohesion between sentences in exposition with appropriate transitional expressions. • compose complex and simple sentences to support points in expository and persuasive writing. • utilize precise word choices to convey actions, feelings, descriptors in narrative writing. • utilize vocabulary, syntax and grammar reflective of academic register within writing. • edit final drafts of sentences and paragraphs for appropriate tense, subject-verb agreement, pronoun reference, fragments and run-on sentences. Related to Classroom Discussion (Listening and Speaking): Students will… • restate a partner’s response using paraphrasing expressions (e.g. so what you are saying is) • listen for and point out similarities in ideas using target language: My idea is similar to/builds upon. • report a group consensus using past-tense citation verbs: determined, concluded. • articulate a perspective using strong present tense verbs: believe, agree/disagree, support • analyze word parts to determine meaning using precise terms: prefix, suffix, root word • define the unit concept stereotype using complete sentences and target vocabulary. • listen for and record precise adjectives used by classmates to describe a character’s reactions.  2011 Kate Kinsella, Ed.D. and Tonya Ward Singer Planning Tool for Writing Language Objectives Teacher: Lesson Source: Page _____ 1. What is the standards-based lesson focus? Grade 7 ELA Standards 2.5 (CA Standards Writing Test – CSWT) Write a summary of reading material: include the main idea and significant details. 2. What is the actual student task? What are students expected to do? Write a formal summary of an informational article: Plastic or Paper? 3. What verbal and written responses can I anticipate from my students, unless I model the process, clarify the text structure, and guide language use? Without explicit instruction addressing the structure and linguistic features of a formal summary of an informational article, students will approach the process as if they were writing an informal summary of the most recent character and plot developments in a narrative text. They are apt to inject personal opinions and fail to clearly state the main idea and most essential details. They are likely to present the information in a random manner, omitting cohesive transitions. Under-prepared writers will also be unfamiliar with citation verbs and use of the habitual/historical present tense used when summarizing information text. 4. What would be the ideal and most linguistically adept response(s) for this age and proficiency group? First write a model response, then write a response frame. As needed, provide a word bank and/or grammatical scaffold. In the article entitled ___, the author (author’s full name) ___ (verb: discusses) the topic of ___. First, (author’s last name) ___ points out that ___ (important detail). The article also (verb: includes, describes) ___ (important detail). In addition, the author (verb: reports, states) that ___ (important detail). Finally, (author’s last name) ___ concludes by emphasizing that ___ (author’s final point). 5. Write a statement describing the language objective(s). Students will … • summarize an informational article using citation verbs: describe, discuss, state, report, point out, emphasize, conclude • cite an author in a formal summary using 3rd person singular, habitual present tense • introduce essential details in a formal summary using sequencing transitions: first, also, in addition, finally © Kate Kinsella, Ed.D. (2011) Planning Tool for Writing Language Objectives Teacher: Lesson Source: Page _____ 1. What is the standards-based lesson focus? Grade 6 ELA Reading Standards 2.1 Identify the structural features of informational materials (e.g., magazine articles) and utilize them to make predictions about text content and obtain information. 2. What is the actual student task? What are students expected to do? Make verbal predictions about text content using structural features of a news article. 3. What verbal and written responses can I anticipate from my students, unless I model the process, clarify the text structure, and guide language use? Without explicit instruction addressing the sentence structure for making a formal prediction and the specific names of text features, students will do the following: • • respond restating simple words and phrases in the headings use informal, simple sentences using imprecise terms 4. What would be the ideal and most linguistically adept response(s) for this age and proficiency group? First write a model response, then write a response frame. As needed, provide a word bank and/or grammatical scaffold. Based on the (title, heading, subheading, image, caption), I (predict/imagine) that the article will (focus on, discuss) __. 5. Write a statement describing the language objective(s). Students will … • make predictions about informational text content using precise verbs in the first person, present tense: I predict that…, I imagine that… • make predictions about text content using precise formal verbs in the future tense: the article will focus on…the article will discuss… • justify predictions about text content using the formal expression based on… • reference text features to make predictions using precise nouns: title, heading, image, caption, chart, graph © Kate Kinsella, Ed.D. (2011) Academic Discussion Topic: Act iv e Listenin g THINK: Briefly record your personal responses to this question: Ho w d oes a les so n pa rt ner de m onst rat e act ive lis ten in g? 1. 2. 3. WRITE: Frame: Rewrite one idea using the sentence frame. Include a precise verb. If time permits, write a second sentence. A lesson partner demonstrates active listening when she/he (third person singular, habitual present tense: responds politely). Verb Bank: Everyday Precise helps lets answers writes repeats responds records restates Response: Response: DISCUSS: Listen attentively to and record notes on your classmates’ ideas. Begin by restating and recording your partner’s idea. Classmates’ names Ideas 1. 2. 3. 4. REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize frames to point out similarities. •My idea is similar to ’s. •My idea builds upon ’s. © Kate Kinsella, Ed. D. 2010 ~ All rights reserved. Permission for use granted only to schools. Do not modify or distribute electronically. Read 180 R eact and Write (Ten-Minute Paper: Topi c Sentence + Two Supporting Details) Active Listenin g with Lesson P artners I do Und er line t he t op ic se nte n ce. C he ck tw o su pp or ting “s ho win g” deta ils. A partner demonstrates active listening when she asks clarifying questions if she is confused. For example, she might politely ask “What exactly do you mean by that?” When my partner asks a clarifying question, I know that she cares about my ideas and wants to get them right. We do Wor k wit h you r tea cher to wr ite a Te n- M in ute Pape r . A partner demonstrates active listening when he makes eye contact with me. For example, he would look directly at me while I am . When my partner makes eye contact with me, I know that he is really me and not worrying about what other classmates are You’ll do Writ e a Te n- M in ute Pap er with yo ur par tner . A partner demonstrates active listening when he For example, When my partner You do , I know that Ch oo se a not he r de tail a nd wr ite a Te n- M in ute Pape r on yo ur ow n . A partner demonstrates active listening when she For example, Kate Kinsella Ed.D. 2010 When my partner , I know that Pr oo fread in g Task s:  Underline each verb. Do your 3rd person singular verbs end in –s (e.g., my partner shares)?  Circle three precise words you included. Kate Kinsella Ed.D. 2010 Steps in Summarizing Informational Text Sample Formal Informational Text Summary In the article entitled “LAUSD Goes Sweatfree’” Lawrence Gable examines Los Angeles Unified School District’s decision to not purchase products from vendors that were manufactured in sweatshops within or outside of the United States. Gable reports that LAUSD, the second-largest school district in the country, spends millions annually on furniture, uniforms, and equipment. Because of the district’s vast budget, LAUSD is placing pressure upon vendors to report where they acquired their products and to only obtain merchandise from industries that offer safe and legal working conditions. Gable emphasizes that suppliers must also guarantee that no children are employed, and that all laborers earn a “non-poverty” wage and have the right to form a union. He explains LAUSD’s reasons for taking this action. First, the large urban district serves thousands of immigrant families, with many relatives employed by sweatshops in Southern California. In addition, the district wants to make sure children are actually attending school, instead of working to earn money for their families. Finally, Gable concludes that the district plans to enforce its “sweatfree” policy by charging a $1,000 penalty for any violation, and by working with unions and community members who will inform the district about any manufacturers who ignore labor laws. Step 1 Highlight the most important points in the article. Step 2 Make a brief outline of the most important points. Step 3 Mention the author, the specific genre, and the title of the article in your first sentence. Step 4 State the topic of the article and the thesis/main idea at the beginning of your summary. Step 5 Include only the most important points and supporting details. Step 6 Paraphrase the author’s ideas rather than copy sentences, but be sure to include some of the key topic vocabulary used in the article. Step 7 Don’t include your personal opinions or experiences. Step 8 Present the ideas in the order in which they were discussed in the reading selection. Step 9 Introduce the author’s key points with citation verbs using the present tense (e.g., the author points out, the writer mentions, Gable emphasizes). Step 10 Use transitional expressions to make connections between ideas (e.g. first, also, in addition, furthermore, finally) © Kate Kinsella, Ed.D. 2010 Writing Frame – A Formal Summary of an Informational Text In the (genre: article, essay, editorial, report) entitled (title) (author’s complete name) (verb: explores, investigates, discusses) (topic and main idea/thesis: the topic of… the reasons why… the issue of….) First, (author’s last name) points out that The writer/author/journalist also indicates that In addition, s/he states that Moreover, s/he emphasizes that Finally, (author’s last name) concludes that © Kate Kinsella, Ed.D. 2011 What's Happening T I N C A L I F O R N I A BY LAWRENCE GABLE ? VOL 5, NO 9 MAY 2004 he Los Angeles Unified School District (LAUSD) is the second-largest district in the country. It has more than a thousand schools and education centers. Every year it spends millions on things like furniture, uniforms and equipment. From now on LAUSD wants more for its money. It wants a guarantee from vendors that nothing came from a sweatshop. Sweatshops started in Britain in the late 19th century. Workers sewed garments at home or in small workshops. These sweatshops crowded workers into unsafe, unhealthy conditions. They worked long hours for low wages. Usually the workers were women and children. Now other industries run sweatshops too. They exist wherever people are desperate for work. In poor countries the workers may be citizens. In rich countries they are often illegal immigrants who are looking for better lives. Smugglers promise them good jobs, but they end up in bad situations. They do not know about labor laws. Bosses often force them to work unpaid overtime. They also abuse workers verbally and physically. Now vendors must tell LAUSD where products come from. They must guarantee that workers earn a “non-poverty” wage. They also must guarantee that working conditions are safe. Workers must have the right to form a union, and the factory may not use child labor. The school district has several reasons for taking this action. It serves many immigrant families. Some of those parents may be working in sweatshops in Southern California. Also, if children are working in sweatshops there or anywhere else, the district wants them in school instead. LAUSD got help from several organizations. One is a labor union in the garment industry. Another is the Campaign for the Abolition of Sweatshops and Child Labor. This group believes that the school district can become a model for others. Already the City of Los Angeles is considering taking similar action. It is not clear exactly how the district will enforce its new “sweatfree” policy. District officials may visit some suppliers. Activists also will inform the district about manufacturers that ignore labor laws. The penalty for any violation is $1,000. In addition, LAUSD will never do business with that vendor again. Factories will change if they have a reason to. LAUSD is giving them a $500 million reason. At the same time, it is setting an example for students and families in the district. The sooner people refuse to buy products from sweatshops, the sooner working conditions will change for workers here and around the world. LA ” ee oes “Swea G D tfr S U What's Happening I N C A L I F O R N I A BY LAWRENCE GABLE ? VOL 5, NO 9 MAY 2004 BIOGRAPHY DAVID TOKOFSKY SCHOOL BOARD MEMBER, LOS ANGELES UNIFIED SCHOOL DISTRICT David Tokofsky has been connected to schools Tokofsky believed in changing the world. They in Los Angeles since he was small. He attended challenged him to run for office. In 1995 ran elementary, middle and high schools there. For for School Board. Some of his students campaigned door-to-door for him. He won that twelve years he taught there too. Now he is a election, and has won two more since then. member of the LAUSD Board of Education. A typical day for David David’s father was an Tokofsky starts with meetings. executive for Columbia Pictures These may be with community in Hollywood. David was born organizations, schools or public there, but his family moved to officials. His favorite part of the west Los Angeles when he was job is its variety. He works with six. As he grew up, David never many people on all kinds of felt any attraction to the movie issues. He represents 130 schools industry. Instead he became a across 40 miles of Los Angeles. teacher like his mother. Several days each week he visits Social issues have always one of the schools. interested him. At twelve years Mr. Tokofsky was proud old he volunteered in George to lead LAUSD on the sweat shop McGovern’s campaign for “As a former teacher, I issue. When his ancestors came president. In high school he understand that teachers to New York 100 years ago, many expressed his ideas on issues make dozens of important of them were laborers. Now he like oil drilling and school decisions every day.” has several friends who fight the busing. When he graduated, his abuse of workers. He saw this as a chance for classmates voted him “Most Outspoken.” him and the school district to join the fight. In college at UC Berkeley Mr. Tokofsky There is little time now for David earned degrees in History and Spanish. He Tokofsky to relax. In his free time he is busy spent five years in college. For one of them he with his two young daughters. Then there are studied in Barcelona, Spain. When he wanted lots of other things to work on in the district. to start teaching, he returned to Los Angeles. One of them will be to do more for middle The district was hiring lots of teachers then. school teachers and students. Mr. Tokofsky The fact that he spoke Spanish helped him get says he always will work in education. As new a job there. He taught Social Studies at John issues come up, everyone knows he will take an Marshall High School. active part in the debate. Students in his classes knew that Mr. SWEATSHOPS Background Information LAUSD’s board of education approved the new policy unanimously. Its policy is broader than those of some universities and cities. They usually apply only to clothing with school logos, items in school bookstores, or police and fire uniforms. LAUSD did not pledge any money for enforcement. Activists had wanted the district to spend $125,000 on a third-party certification group. The garment workers’ union that worked with LAUSD is UNITE (Union of Needletrades, Industrial and Textile Employees). Sweatshops in Great Britain were part of the “sweating system.” Workers usually received pay based on how many pieces they sewed. The AntiSweating League was formed in 1906. accessories for state workers such as Highway Patrol officers. Sweatshop operators often fire workers for being sick. They also fire pregnant women. Topics for Discussion and Writing • Price is one factor in the decision to buy something. Name some others. • If companies abuse their workers, are you abusing them too when you buy their products? • Why are 90% of all sweatshop workers women? • Why do labor unions exist? • Identify some professions that do not have unions, and explain why that is the case. Vocabulary The U.S. Department of Labor defines a workplace as a sweatshop if it violates two or more basic labor laws. Those include child labor, minimum wage, overtime and fire safety. Article-specific: vendor; garment; smuggler; abolition; supplier High-use: desperate; to abuse; to enforce; activist; violation In 1996 the U.S. Department of Labor estimated that out of 22,000 U.S. garment shops, at least half of them violated wage and safety laws. Sources The United Nations says that smuggling people is the fastest-growing business of organized crime. The U.S. wiped out sweatshops in 1938. The government passed the Fair Labor Standards Act to protect the rights of workers. Labor unions raised salaries and fought for safe, fair working conditions. Sweatshops reappeared in the late 1960s, especially as new immigrant workers came to the U.S. In a 1999 survey 77% of consumers said that a “No Sweat” label, if one existed, would influence which products they buy. In 1991 Levi Strauss & Co. was the first U.S. company to demand that their suppliers did not use sweatshops. In Pakistan thousands of children used to work full time making soccer balls. International organizations like UNICEF and the ILO worked with the industry to remove the children. Today women in villages do the work and children go to school. The State of California’s policy covers uniforms and Los Angeles Times March 25, 2004 Calgary Herald February 29, 2004 History Today December 1, 2002 No More Sweatshops www.abolishsweatshops.org Los Angeles Unified School District www.lausd.k12.ca.us “Between a Rock and a Hard Place” by P. Liebhold and H. Rubenstein americanhistory.si.edu/sweatshops CA Curricular Standards (4 –12) English - Language Arts Reading 1.0 Vocabulary Development 2.0 Comprehension (Informational Materials) Writing 1.0 Writing Strategies 2.0 Writing Applications ELD—Intermediate and Advanced Reading Vocabulary Development /Comprehension Writing Strategies and Applications Listening and Speaking History-Social Science 4.4; 4.5; 8.6; 8.9; 8.12; 11.2; 11.3; 11.6; 11.11 Economics 12.4; 12.6 © 2004 Lawrence Gable www.whpubs.com
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SIOP® Lesson Plan Template
Name:

Date:

GCU Course:
Grade Level: 4st Grade

Subject/Content Area: science

Topic: Corn maize seed germination
Standards


Content Standard:

Coding

Wording

1

4



English Language Proficiency Standard:

Coding

Wording

1

4

Objectives (Specific, Observable, Measurable. Use professional terms here.)


Content Objective:
The student will be able to understand the requirements for the germination of corn maize



Language Objective:
The student will be able to write descriptively the requirement for the germination of corn maize

Preparation:
Give each of the students a dry erase board and a dry erase marker.
Divide students into small groups with each group pre-teaching students with low English proficiency
Use of a video clips on a projector and power point presentation to enhance students comprehension of
information.
Key vocabulary:



Seed



Cotyledon



Germination



First leaves



Air



water



warmth

Supplementary materials :•

vi...


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