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Class: 6th grade ESL
Number of Pupils: 9
Day: 1
Time:
Lesson: Self-esteem & Self-concept
Language Objectives WIDA Standards:
English Language Proficiency Standard 1: English language learners communicate for Social
and Instructional purposes within the school setting.
English Language Proficiency Standard 2: English language learners communicate information,
ideas, and concepts necessary for academic success in the content area of Language Arts
English Language Proficiency Standard 5: English language learners communicate information,
ideas, and concepts necessary for academic success in the content area of Social Studies.
Listening: Follow oral directions associated with learning strategies represented visually and
compare with a partner;
Speaking: Initiate or engage in conversation with peers or in small groups; summarize or
integrate visually supported information from multimedia (e.g., in trade books, books on tape or
videos);
Reading: Infer information on socially-related topics from text;
Writing: Apply ideas from human interest stories from visual frames or media excerpts to
personal experiences;
Content Objectives:
ELACC6RL2: Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments
ELACC6RL4: Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone
ELACC6W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
c. Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing
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ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes ELACC6L1: Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking to a topic, text, or
issue under study.
ELACC6L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical
elements.
b. Spell correctly.
ELACC6L4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of strategies
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Visuals/Resources/Supplementary Materials: Day 1: Key Vocabulary (self-esteem & selfconcept), books, pencils, paper, note pads, dictionary, etc. Day 2: Books, Note pads, paper,
pencils, erasers, computer, internet. Day 3: YouTube video, notebooks, pencils, pens, computer,
erasers, internet. Day 4: Microphones, Camcorder or other recording materials, rubrics. Day 5:
Construction paper, pencils, crayons, eraser, computer
Time/Part of
Lesson
Objectives/Rationale
Teacher Activities
Learner Activities
Discourse
Pattern
Assessment
Warm Up/Connection
(5 minutes)
Assess students’ prior knowledge, get
ready for new topic. New knowledge
needs to be built on old knowledge
(Anderson & Pearson, 1984)
Transition from past weeks’ topics
of social identity: Teacher leads a
short discussion revisiting those
topics.
Students discuss with partners
and share with whole class.
T-SS
S-S
S-SS
Introduction of new concepts: selfidentity & self-concept
Deepening understandings of new
concepts
Socratic-style questioning, if wellframed, helps students think more
deeply to acquire lasting knowledge
(Rajagopal, 2012)
Gauges students’ knowledge of the
new concepts
Leads Discussions using Socraticstyle format.
Pair/group discussions of the
new concepts
Creating semantics map for Selfconcept
Self-esteem and Venn Diagram
comparing the two concepts
T-SS
S-S
S-SS
Observation: Are
students able to
make connections
to prior knowledge
in the unit?
Students’
observations and
listening to them as
they use the new
concepts
Relevant Vocabulary
Instruction (20 minutes)
Information Gap Game
(10 minutes)
Students will learn to manipulate the
new concepts and related words
mentally through fun and in a game
context.
I think that the previous vocabulary
learning activity may consume the
students’ mental energy because of the
cognitive load involved. So it will be
good to give the students a task that is
cognitively lighter but which stimulates
their interest and helps them relax at the
same time. This game activity is also an
authentic and purposeful task as the
students struggle to supply relevant
information based on what was learned
during the previous activity (McKay,
2006). It also provides a way to assess
how much the students have learned
during the previous activity.
Students will learning the following
language structures:
What do you mean?
What is your point?
Can you make your point clearer?
Gives directions as related to the
game and provide information
related to prizes.
Starts and stops the game by asking
or displaying questions/sentences
on a projector screen.
Simultaneously listens and gathers
information related to students’
understandings based on
performance during the game.
Listen to directions
Play the game
Work in groups to come up with
the answers
T-SS
S-SS
Listening and
taking notes
Provides direct instruction as
related to the language structures
Provides directions for group
activities
Explains why these structures need
Listen to instruction
Work in groups to classify
language structures into
categories (i.e., when agreeing
vs. when disagreeing).
T-SS
S-SS
Listening and
Observing
Week Four/Day One
Language Structures
(15 minutes)
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If I understand your point, you mean…
I agree/disagree with….
I am not sure whether I agree with you
on….
I believe that…
I have the impression that…
I may not be right but I believe/think…
Have you considered the possibility
that…
Could it be other reasons to think that…
The author could also be suggesting…
The students need to learn about these
structures in preparation of upcoming
literature circle discussions and debates.
It is important to provide the students
with the necessary scaffolding without
which they cannot perform the tasks at
hand independently (Many, 2002).
to be learned.
Students will review the previous’
materials quickly and will be put into
groups for literature circles discussions
and upcoming debate
Literature circle discussions, operating
from the framework of Sociocultural
theory (Vygotsky, 1978) and Whole
language Theory (Bergeron, 1990) help
the students develop oral language skills
(necessary for literacy development) and
conceptual understandings through
negotiation of meaning. The students
will learn how to use language
meaningfully. Also, these discussions
offer weaker or shy students the
necessary scaffolding to develop their
language skills and confidence.
Students will identify issues related to
self-esteem and Self-concept as they
discuss this portion of the book.
Students will discover what it means to
hurt someone’ self-esteem.
Students will discover the need to have
self-esteem and self-concepts as well as
the importance of balancing them.
Helps review the previous learning
materials
Helps form groups
Suggest answers and get into a
group
T-SS
Listening
Gives directions for Literature
circles Discussions.
Asks prompting questions: Do you
identify any issues of self-esteem
and/or self-concept in the chapters?
If yes, these issues affect who and
why. What is the point the author is
trying to make? How does your
understanding of the author’s point
change your ways of looking
people? After the readings and
discussions, how do you feel? Do
you identify anybody that might be
going through the same issues?
Writes or displays these questions
on the board so that the students can
look at them as they engage in
discussions.
Circulates between groups and
listens.
Answers and asks questions to
group members if necessary based
on information gathered or picked.
Reviews relevant aspects of
persuasive essay writing (i.e., how
to make a point and defend it,
language structures like on one
hand, on the other hand, while,
whereas, etc)
Gives and explains the essay rubric
Suggests topics like the following:
-Should students wear uniform?
Why or why not?
-Should we follow group
behaviors? Should we join others to
defend someone who is mistreated?
Should we join some students to
bully someone? Should we use drug
or alcohol because of the
requirements of our groups?
-How can one protect one’s selfesteem or self-concept?
Listen to teacher’s directions
Engage in group discussions of
literature piece
Take note
May act as a group
spokesperson
T-SS
S-SS
Listening and
observations
Listen and Take note
Select topic to start writing on at
home and in next class
T-SS
Listening
Work on essay draft
Ask help if necessary
S-S
Listening and
observing
First Draft of Essay
submitted
Listen and Take Notes
Ask and answer questions
Whole Class
Listening
Week Four/Day Two
Warm up and Group
formation (10 minutes)
Literature Circles ActivitiesDiscussions of The Hundred
Dresses (Chapters 5-end)
(25 minutes)
Beginning of Essay Writing
(15 minutes)
Students will write a persuasive essay
based on self-selected or suggested
topics identified during literature circles
discussions.
The essay will serve as notes during the
upcoming debate. The idea behind all
this is to integrate all aspects of
language development in a whole
fashion for authentic purposes, which is
congruent with Whole language Theory.
Essay Writing (Continued)
(30 minutes)
Students will submit their first draft
Preparation for Upcoming
Debate
(15 minutes)
Students will watch a YouTube Video
on a model debate.
The idea of the debate is situated in the
context of national election process.
Week Four/Day Three
Gives students time to draft their
essay and submit the first draft
Expresses availability to assist
individual students in the areas of
content and language structures,
forms, and use.
Gives directions for the video
YouTube
Provides ongoing explanations to
the students so that students can
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Wrap up and last
recommendations for Debate
(5 minutes)
Students will learn that democracy
grows as people learn how to present
their ideas clearly and concisely and
how to convince audience of the validity
or of genuineness of their points as well
as how to respect others’ views.
Although the idea of debate might be
overwhelming, it is possible to help the
students develop the necessary skills for
that purpose. According to the
Sociocultural theory (Vygotsky, 1978),
students can learn skills and develop
relevant knowledge to accomplish
specific tasks if they are provided
appropriate scaffolding by competent
peers.
Students will receive information related
to how the debate is going to take place
and how to use the criteria given by the
teacher to assess peers.
understand and take notes.
Ask and answer questions.
Students will receive detailed and
constructive feedbacks.
Detailed and constructive feedbacks
constitute a form of scaffolding
(Gallimore and Tharp, 1990) and help
students self-correct and improve to
achieve higher level performances.
There will also be three debate groups (3
per group). But each group will have its
turn (15-17mn). Each student will have
the opportunity to answer 2-3 questions
and defend/justify their positions. They
will also (dis)agree with peers if
necessary.
But assessing their peers using specific
criteria, students will learn how to
critique and judge peer performance.
N/A
Students will use what they have
achieved through essay writing and
debate to complete the book project
started in the first week.
Provides information related to the
debate protocols.
Listen and take notes
Whole Class
N/A
Gives back students first drafts with
constructive and detailed feedbacks
Asks and answers students’
questions about essays and
feedbacks. This could be
individualized.
Read and integrate feedbacks for
final draft.
Ask and answer questions
T-SS
T-S
N/A
Moderator of the debate
Asks questions
Listens and gathers information as
related to students’ performance.
Records debates
Listen and check criteria (assess)
for each debatant (i.e. answering
questions clearly, presenting and
defending points clearly,
agreeing/disagreeing using the
appropriate language)
Submit peer assessment sheets
to teacher
Whole Class
I will review the
whole recorded
material to provide
feedbacks to
individual students.
I will read and
study the students’
peer assessment
sheets.
N/A
N/A
N/A
N/A
Provides assistance as for how to
use their individual essay and what
they learned have during the debate.
Use their final essay draft and
debate results to complete the
book project- they will express
opinion as related to self-esteem
or self-concept issues. They
should take a final stand that
should be shown in the final
book project.
Individual work
Final Individual
Book Project
Week Four/Day Four
Essay Writing-Feeding back
(20 minutes)
Beginning of Debate
(30 minutes)
Week Four/Day Five
Debate (Final)
(20 minutes)
Completion of Book project
using essay and debate
products
(30 minutes)
References
Anderson, R. C. & Pearson, P. D. (1984). A schematic-theoretic view of basic processes I
reading. In P. D. Pearson (Ed.), Handbook of Reading Research (Vol. 1, pp. 185-224).
New York: Longman.
Bergeron, B. S. (1990). What does the term Whole Language mean? Constructing a definition
from the literature. Journal of Reading Behavior, 22(4), 301-329.
Gallimore, R., & Tharp, R. G. (1990). Teaching mind in society: Teaching, schooling, and
literate discourse. In. L. C. Moll (Ed.), Vygotsky and education: Instructional
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implications and applications of sociohistorical psychology (pp. 175–205). Cambridge,
England: Cambridge University Press.
Many, J. E. (2002). An exhibition and analysis of verbal tapestries: Understanding how
scaffolding is woven into the fabric of instructional conversations. Reading Research
Quarterly, 37, 376–407.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Rajagopal, K. (2011). Create success!: Unlocking the potential of urban students, Ch.1:
Culturally Responsive Instruction. http://www.ascd.org/publications/books/111022.aspx
Vygotsky, L. (1978). Mind in society: The development of mental higher processes. Cambridge,
MA: Havard University Press