LEVELS 4 & 5

ESOL/EL-CIVICS LESSON PLAN

ADAM NATHANSON

Lesson Basics Class Length: Two 2.5 to 3 hour classes (5-6 hours total) Class Level: Advanced and Completer (Adult Secondary/Proficient) Topic(s): Rights of people arrested Date: February 8, 2014

Objective(s) including Virginias ESOL Content Standards: Advanced W6.1a - Compare and contrast Future 4: Write about different legal systems Future 5: Identify the rights of people accused of crimes CASAS Content Standard: R7.6 Paraphrase Information By the end of the week (5-6 hours of instruction) students will compare and contrast rights when arrested in the U.S. with rights in countries of origin represented in class, as well as by immigration status when appropriate, as evidenced by a written paragraph of at least three sentences and/or an oral explanation of at least one minute, with accuracy goal of being understood by majority of classmates. Materials/Equipment: Internet, Future 4 & 5 textbooks, display/presentation method (see technology), revising checklist, highlighters Stages of the Lesson Plan Warm Up/Review ESOL Warm Up/Review EL-Civics As students arrive, they view scrambled sentence on Smart board. Discussion of prompt In reality, what are your rights when questioned by the Students asked to organize/correctly sequence from Future 5 p.146 police versus in the movies? Are they different? Why? Volunteer scribe 1-B on their laptops, smart phones or on paper to practice correct records points at front of class in a Venn diagram with teacher facilitation. syntax. What happens when someone is arrested in real life or in the Optional additional activity dictation: movies? Do citizens and non-citizens have the same rights when arrested? (supplemental worksheet w/explanation of ed pronunciations) Volunteers present their transcription to class until composite is correct. Volunteers present their attempts to class. Choral reading of correctly completed sentence Choral reading of correctly completed sentence Teacher checks for learner understanding of meaning/vocabulary. Teacher checks for learner understanding of meaning/vocabulary. Introduction of New Material ESOL What do compare and contrast mean? Define and give examples. Read Future 4 p.222 1-A Introduction of New Material EL-Civics Read Future 4 p.222 1-A Rights of people arrested in the U.S. and discuss with student next to you. For supplemental information about undocumented immigrants, refer learners to ACLUs Know Your Rights document, section IV Additional Information for Non-Citizens https://www.aclu.org/files/kyr/kyr_english.pdf Guided Practice EL-Civics Pairs answer 1-C together, using Venn diagram to compare and contrast. Teacher circulates. Technology LCD projector/Smart board dry erase board, chalkboard or flip chart if not available

Internet

Guided Practice ESOL Read Future 4 p.222 1-B silently, thinking about comparing and contrasting. Highlight the key words from the Writing Tip.

LEVELS 4 & 5

ESOL/EL-CIVICS LESSON PLAN Application/Extension EL-Civics How and where can you find correct information about your rights as a citizen or non-citizen when facing questioning and arrest in the U.S? Learners ask each other, search Web. Level 5 students listen to Future 5 unit 8 p.146 lecture CD3 T2 and complete 2 Listen A & B and 3 Practice Pairs additionally. Evaluation/Assessment EL-Civics Pairs report to class on findings orally learners display Internet sources to class, using at least one comparison and one contrast.

ADAM NATHANSON Internet Audio CD player

Application/Extension ESOL Using 1-B and the Venn diagram write a compare and contrast paragraph about the rights of those arrested in your home country and the U.S. Evaluation/Assessment ESOL Pairs check each other, then teacher checks writing and identifies errors using writing checklist below http://abeged.com/revising-checklistD.html

Internet, Smart board or LCD

LEVELS 4 & 5

ESOL/EL-CIVICS LESSON PLAN

ADAM NATHANSON

is arrested when someone in real life or in the movies? What happens

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LEVELS 4 & 5

ESOL/EL-CIVICS LESSON PLAN

ADAM NATHANSON

-ed = t
Last sound before -ed is:

-ed = id
Last sound before -ed is:

-ed = d
Last sound before -ed is:

k, s, ch, sh, f, p, th
helped (helpt)

t or d
wanted (wantid) arrested

a, b, e, g, h, i, j, l, m, n, o, q, r, u, v, w, x, y, z
realized (realizd)

LEVELS 4 & 5

ESOL/EL-CIVICS LESSON PLAN

ADAM NATHANSON

REVISING SKILLS Revise Work With Assistance Revising Checklist

Use the revising checklist to edit your writing draft. Read over your writing carefully. Check for each writing skill listed below. Make any corrections needed. Check off each area on the chart when it is completed.

Revising Skill Areas 1. Check for a capital letter at the beginning of each sentence. 2. Check for a punctuation mark at the end of each sentence. 3. Check the spelling. Use spell check in a word processing program, or use a hard copy book or online dictionary. 4. Check for sentence fragments and run-on sentences. 5. Check for correct verb tenses. 6. Check for missing words and extra words in each sentence. 7. Check the penmanship.

Done

Northern Berkshire Adult Basic Education Program The ELA Writing Curriculum Frameworks Project is funded by a grant from MA Department of Education, Adult and Community Learning Services.

Accessed February 5, 2014 from: http://abeged.com/revising-checklistD.html

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LEVELS 4 & 5

ESOL/EL-CIVICS LESSON PLAN

ADAM NATHANSON

U.S.

my home country

Rights of people arrested