REEP Lesson Plan
TEACHER’S NAME: Karla Abston-Posthumus
LEVEL: A
LIFESKILLS UNIT: Understanding Child’s School
LESSON OBJECTIVE: State requirements for enrollment in public school.
TECHNOLOGY INTEGRATION: n/a
LANGUAGE SKILLS TO BE PRACTICED AND ASSESSED IN THIS LESSON:
Speaking
Listening
Writing
Reading
NON-LANGUAGE SKILLS PRACTICED IN THIS LESSON:
Communication Skills: Read With Understanding, Speak So Others Can Understand,
Listen Actively
Decision-Making Skills: Plan
Interpersonal Skills: Cooperate With Others, Guide Others
Lifelong Learning Skills: Take Responsibility for Learning, Reflect and Evaluate
ESTIMATED TIME: 3 hours over 2 days
RESOURCES AND MATERIALS NEEDED:
examples of official documents required for enrollment (birth certificate,
immunization record, etc.), Needs vs. Wants Categorization Activity baggies,
individual bags containing fake documents for a child, chart paper, sentence
strips, yes/no cards, Adult Education brochures, index cards, markers, tape
LESSON PLAN AND TEACHER’S NOTES
Warm-up/Review:
1. Review how to introduce a relative using vocabulary for their relationship, their
name, age, and birthday. Write the model conversation on the board: “This is my
_______ (relationship), ____________ (name). He/She is ____ years old.
His/Her birthday is ___________________.” Students form 2 lines facing each
other (line dialogue). Each student should have a photograph or drawing of at
least one of their children (homework from the previous class). Using the model
conversation, students will introduce their child(ren) to the person across from
them.
Introduction to the lesson:
We’re going to talk about what you need to have when you go to a school to
enroll your child. “Has anyone enrolled a child or yourself in a school?”-Show of
hands. “What kinds of things did you need to bring?”-Write list on the board. (**to
enroll=to register)
Presentation:
1. Explain difference between “to need” (necessary) and “to want” (desire, like).
Have students brainstorm as a whole class a short list of examples of “needs”
and “wants”. Refer to list of “things you need to bring when you enroll in school”
that the class came up with during the Introduction to the lesson. Identify those
items on the list that are “needed” for enrollment in school: birth certificate,
immunization record, social security card, physical exam paperwork. If items are
not on the list, add those vocabulary items to the list. Have examples of each of
those documents to show to students. Focus students’ attention on names of
official documents for vocabulary building. Then begin a list of items (school
vocabulary) that you and your children might “want” to bring to school when they
start school, e.g. lunchbox, colored pencils, markers, Spiderman folder, etc.
2. Read list of “need” vocabulary with whole class. Teacher asks class, “What do
you need to enroll your child in school?” Students can respond as a whole, “I
need a birth certificate to enroll my child in school.” (This question along with the
student response should be written on sentence strips and taped to the top of
each list.) This model can be repeated with entire list of “needs”. Then repeat
with “want” list. Teacher asks, “What does your child want to take to school?”
Students respond, “My child wants to take a lunchbox to school.”
Practice Activities:
1. Needs vs. Wants Categorization Activity: Students will work in pairs for this
activity. Each pair of students will get a baggie of word cards and a piece of
paper divided into 2 columns, “Needs” and “Wants”. Students will work together
to determine whether a word card represents a need or a want. Word cards will
include registration document vocabulary as well as classroom object
vocabulary, e.g. immunization record (need), new backpack (want), pencils
(need), birth certificate (need).
2. Role Play: Each student will receive a bag of fake documents for a child. Some of
the documents are necessary for registering for school, others are not. Students
will take turns acting as the school secretary and as the parent of a child
registering for school. The “secretary” and the “parent” need to have a
conversation about the requirements needed for registration and proceed to
register the “fake” student using the fake documentation. Students may use
conversation model written on chart paper during the presentation part of the
lesson.
Application:
Call or visit your child’s school and ask what the enrollment requirements are for
that school. Verify the information that we learned in class. Then have students
collect and bring the required registration documents for their child to class.
Students then practice the role play from the Practice Activity with different
partners using their own child’s documentation. This will be like a dry run for the
registration visit to their child’s school.
Evaluation Activity:
Students will raise Yes/No cards in response to enrollment requirements for
Prince William County that I read aloud. (Yes=enrollment requirement in
PWCPS, No=not an enrollment requirement in PWCPS).
Reflection Activity:
On an index card have students write, in list form, the enrollment requirements in
PWCPS. Have students then circle those requirements that are different from
those in their native country and underline those requirements that are the same.
They can then put the index card on their refrigerator door for reference.
Extension Activity for the Classroom and Beyond:
1. Call the PWCPS Adult Education Office and ask what the enrollment
requirements are if they wanted to register for a class for themselves.
NEEDS
birth certificate
social security card
physical exam paperwork
immunization record
registration form
pencils
notebook
backpack
lunch
WANTS
new backpack
Barbie pencils
colored pencils
lunchbox
markers
Spiderman folder
new clothes
apple for the teacher
tape