Shapes All Around Us
Language Vocabulary Building
Grade-Kindergarten
Vocabulary building of geometric shapes and colors tied to Fall
months and holidays.
The purpose of this lesson is the introduction and mastery of geometric shapes, colors and the calendar
months October and November as well as the holidays that fall during these two months.
Through the progression of historical and societal influences on the English Language in the United
States since the 1600s, a bilingual public education is now attainable for English language learners. The
lesson plan and strategies outlined are based on theories, practices and principles that have evolved
into effective teaching practices to ensure English language mastery for ESL students. Overtime,
principles and theories have evolved and transitioned into teaching practices and programs that are
imperative and in which teachers consistently write, post and orally express language and content
objectives with students in both their L1 and L2 languages as well as provide opportunities for authentic
discussion and the expression of ideas for English learning success.
Shapes All Around Us
Language Vocabulary Building
Grade-Kindergarten
Schools in the United States have the moral and educational responsibility to
promote and facilitate the learning of the English language English as a
second language, (ESL) is one vehicle used to expedite the acquisition of
English. (Carrasquillo, 1994)
The outlined lesson will incorporate objectives, strategies and assessment
instruments which support the principles studied during EDUC 5453 in order
to garner the highest level achievable for Second Language acheivement.
Shapes All Around Us
Lesson Plan Objectives
Lesson plan objectives will be displayed on the Smart Board, as well as orally explained
in age appropriate language and repeated frequently (Comprehensible Input). In
addition, the students will be assessed for prior knowledge during a large group
learning activity to see where the students are in their L1 knowledge of the vocabulary
words (Procedural scaffolding, Questioning and Wait Time).
ESL Lesson Plan Objectives:
1 Provide opportunities for English Language Learners to develop oral language
competency through group and paired interaction.
2 Link prior knowledge and cultural background to vocabulary to establish “buy-in”
and personal connection.
3 Provide materials in comprehensible mediums for optimum understanding (written,
oral, visual and interaction/experience.)
4 Practice varied assessment strategies both formal and informal throughout the
lesson and adjust teaching strategies as needed to ensure English language
comprehension. (Identify RTI, at-risk learners early and adjust for their success.)
Shapes All Around Us
Lesson Plan Objectives
Content Objectives:
• Students will be able to identify the geometric shapes: oval, circle, triangle,
rectangle, square and rhombus.
• Students will be able to identify the nine basic colors.
• Students with be able to identify holidays Halloween and Thanksgiving and the
months October and November.
Prior to the lesson, students will be provided with unit vocabulary cards in their L1
language as well as in English. (Clarifying Key Concepts/Vocabulary in L1 language;
(Echevarria, Vogt and Short, 2003)).
Language Objectives:
• Students will be able to identify and speak with correct pronunciation the geometric
shapes: oval, circle, triangle, rectangle, square and rhombus with 95% accuracy.
• Students will be able to identify and speak with correct pronunciation the names of
the 9 basic colors with 98% accuracy.
• Students with be able to identify and speak with correct pronunciation holidays
Halloween and Thanksgiving and the months of October and November with 100%
accuracy.
Chapter 110.
Texas Essential Knowledge and Skills for
English Language Arts and Reading
§110.11. English Language Arts and Reading, Kindergarten
110.11 (a) Introduction, English Language Learners;(1) (2) (A) (B) (3) and (4)
110.11 (b) Knowledge and Skills; (1) (A) (C) (D) (2) (B) (C) (F) (G) (H) (I) (5) © (9) (11)
(B) (19) (A) (B) (20) (B) (22) (23)
English Language Standards
§74.1. Essential Knowledge and Skills; (a) (1) (A)(B), (2) (A),(D)(b)(1)
§74.2. Description of a Required Elementary Curriculum
§74.4. English Language Proficiency Standards; Introduction (a) (1-6), (b)(1-4), (c)
(1) Cross-curricular second language acquisition/learning strategies; (A-H)
(2) Cross-curricular second language acquisition/listening;(A-H)
(3) Cross-curricular second language acquisition/speaking;(A-J),
(4) Cross-curricular second language acquisition/reading;(A)(C)(D)(F)(G),(1) (A)(B)(C),
(2) (A)(B)(C)
(3) Reading, Kindergarten-Grade 1; (A)(B)(C)(D)
(5) Writing, Kindergarten-Grade 1; (A)(B)(C)(D)
Shapes All Around Us
Lesson Plan Materials
Materials/Resources
• Visual Aids- Pre-reading worksheet game/activity
• Vocabulary cards in L1 and L2
• Graphic organizer Geographic shapes with images and word blanks
• Graphic organizer with Months and area to list and illustrate holidays and activities
celebrated during October and November
• Word Bank words for Word Wall
• Summative worksheet for post lesson assessment
• Variety of books in reading center on fall, Halloween, Thanksgiving and shapes
being studied.
• Additional books on various holidays celebrated during these months in other
cultures.
• Computer terminals- Shapes game from ABCYa.com loaded to desktop for visual
and audio exposure to geometric shapes.
• Manipulatives for centers to include: Magnatiles, construction paper with shape
templates for tracing and cutting. Memory match cards for shapes, holidays and
months in L1 and L2 languages.
• Nine primary color paints, watercolor paper, brushes and easels
Shapes All Around Us
Teaching Strategies
Lesson Plan Teachings Strategies:
• Provide multiple learning environments both small groups and whole-class.
• Use a prediction pre-reading activity based on illustrations and cover text.
• Use several graphic-organizer s during reading activities to create personal
connection and provide multi-sensory learning.
• Use of word bank during reading and word wall for visual reference throughout
vocabulary unit.
• Use a summation activity after reading. Worksheet, paired game and independent
flash card assessment.
• Give students ample time to show their language capabilities by speaking and
interacting verbally with peers. Use whole class discussion as well as
Think/Pair/Share, (Krashen, 1985a)
• Engage students in 90-100% of the lesson (very little teacher-instruction/lecture).
Use activities throughout the class to vary instruction create active learning.
• Provide a more meaningful activity by allowing students to choose a text which
interests them. Use reading center as an opportunity for students to select text of
their choice.
• Allow students to clarify with each other in L1. (Think/Pair/Share)
Shapes All Around Us
Lesson Plan Activities
Lesson Activities
Instructional Techniques and Strategies will include:
1-Anticipatory Set -Large group/whole class story time. Subject matter; pumpkins
and fall. Students will be asked a higher level question about their favorite fall
holiday. (Engage students and build background by making connections to real life
holidays).
Students will be asked about shapes they saw throughout the book and what shapes
they see in nature during fall months. (Group discussion/sharing)
2-Active Learning ActivitiesStudents will Think/Pair/Share and discuss all the shapes they can name.
Students will place vocabulary words of the “word wall” for reference throughout the
unit.
Students will rotate through various centers that are related to the “key vocabulary
words.
Shapes All Around Us
Lesson Plan Activities
3-Individual Practice/Application
Center Activities will include: (Interaction /Practice/Application)
• Auditory Centers- Book on tape, “The Square pumpkin with worksheet on
building/constructing a pumpkin out of shapes. -Computer terminal- ABCYa.com
Shapes all Around game loaded to the Desktop auditory and visual reinforcement
of geometric shapes.
• Reading Center- picture books and easy readers on shapes, Halloween,
Thanksgiving and subject matter associated with fall. In addition, books with other
recognized holidays during fall or harvest celebrations from various countries will
be placed on the book shelf.
• Math Center- pumpkin seeds will be used for counting at the math center as well as
pieces of multi- colored construction paper cut into various shapes in which
students build and paste shapes together to make a fall scene. Colors and shapes
vocabulary words will be written on construction paper pieces to reinforce color
and shape associated with pieces of paper select to design fall scene.
Shapes All Around Us
Lesson Plan Activities
3. Individual Practice/Application (continued)
Center Activities (Interaction /Practice/Application)
• Small Group Center - student s will Think/Pair/Share with a partner the vocabulary
flashcard. The teacher will call the students up individually to recite/practice their
vocabulary for individual assessment of vocabulary progression and
mastery,(Krashen, 1985a).
• Manipulatives Center- manipulatives will consist of “magna tiles” in the various
shapes. In order for a student to select a tile to construct their sculpture of choice,
the student would have to recite the shape in English to a partner. (Partners would
be paired EP with English language learners.)
• Creative Arts Center- Students will use the nine basic colors to create a fall easel
painting. Students will be required to read and recite the color they select to use in
their painting.
Shapes All Around Us
Student Assessment
Student assessment will consist of formal and informal assessments and will include:
• Open Response Questioning/Discussion- Open response questioning will be used
throughout the unit to engage students and gage individual student’s knowledge
and progression.
• Higher Level Questioning and an Extended “wait” Response Time- This strategy
will be implemented to allow for English language learners to process question and
properly articulate a verbal response. (informal assessment of L2 comprehension)
• Group Review-Students will engage in large group learning environments “rug
time” to review the key vocabulary words introduced .
• Q & A- Students will be allowed to ask questions and to use the key words in a
sentence if they wish. (Structured Review)
• Individual Assessment- After weekly unit techniques and activities are complete,
teacher will conduct an individual assessment of each student’s ability to identify
and accurately pronounce the vocabulary words in the unit. This assessment will
take place on the final day of the unit during “small group” centers.
• Additional Assessments- Additional assessments will include individual
worksheets and center activity completion.
Shapes All Around Us
Reflection
Teacher Assessment/Reflection- The following are essential questions the teacher
should ask him or herself after the lesson in order to evaluate and adapt to better
suit the needs of future students and also for remediation purposes for select
students.
1)
2)
3)
4)
5)
6)
7)
Whole Group Reflection- What worked well? What needs to be revised
Did the students activity engage in the lesson?
Was there enough “hands-on” time for student success?
Was the lesson to advanced for the class as a whole? Was the lesson to easy?
Was there enough differentiated instruction for EP and ESL learners?
Was the time allotted for the lesson sufficient?
Did the students succeed in learning the material while having fun and making
personal connections?
Shapes All Around Us
Conclusion
Educational movements and judicial statues throughout history have been pivotal
instrumentals in promoting English language learning throughout time. It is the
progression of these movements and laws increasing steadily since the 1940’s that
have advanced second language acquisition and teaching practices implemented in
today’s public school education (Carrasquillo, 1994). A few of these milestones
include: The 14th Amendment to the United States Constitution of 1868, The Civil
Rights Act of 1964, The Bilingual Education Act of 1968,Title IX of the Education
Amendments of 1972 and the development of state and federal agencies which
monitor and administer equal education for all United States residents and citizens.
Such agencies include: The development of The Department of Education in 1979, The
Mexican American Legal Defense and Education Fund and The Office of Bilingual
Education and Minority Language Affairs which helped to establish the infrastructure
and guidelines for today’s LEP programs.
In addition, Research and the study of language and language acquisition also
contributed to the development of two learning models, The Behaviorist Model and
The Cognitive model which provide the foundation for the teaching strategies and
procedures exercised today (Carrasquillo, 1994).
As an educator in the public schools, it is our moral duty to facilitate ESL programs that
promote clearly stated objectives, provide equal educational materials and instruction
in both the L1 and L2 languages and provide authentic interaction and verbal
discussion which can reinforce comprehension and foster second language acquisition.
Shapes All Around Us
References
Carrasquillo, A.l. (1994), Linguistic foundation for teaching English as a second
language, In Teaching English as a second language, New York; Garland Publishing,
Inc.
Krashen, S.D. (1985a), The input hypothesis: Issues and implications, London, Longman.
Echevarria, J., Vogt, M. & Short, D., (2003),Making content comprehensible for English language learners, The SIOP model, New
York, Pearson.
Carrera, J. National Coalition of Advocates for Students, Immigrant Students, Their Legal Right of Access to Public Schools, A guide
for Advocates and Educators, Boston, MA, Retrieved in December 20112 from
http://www.americanpatrol.com/REFERENCE/PlylerVDoeSummary.html.
Cerda, N. & Hernandez C. 2006. Bilingual Education, Retrieved on October 14, 2012 from
http://www.freewebs.com/cerdahdz/historyofbilingualed.htm
Department of English Language Learners, (2006). Legal Provisions for the Education of English Learners, Retrieved on October 15,
2012 from www.maine.gov/education
Shapes All Around Us
References
EyeWitness to History,www.eyewitnesstohistory.com, "Immigration in the early 1900s," (2000), Retrieved in December 2012 from
www.eyewitnesstohistory.com
Michigan School of Education, Compiled by "Equity in K-12 Public Education" Class (Educ 737 004 (2007), Time Line for Instruction
to English Language Learners (ELL) Retrieved in December 2012 from
http://sitemaker.umich.edu/educationalequity/english_language_learners_timeline
Mora, J. San Diego State University, (2005) Legal History of Bilingual Education, Retrieved in November, 2012 from
www.moramodules.com/Pages/HistoryBE.htm