ESL Writing: ON WISCONSIN!

ASSIGNMENT 2

Lesson: On Wisconsin! Describing where you live.

Level: Intermediate English in Interchange Textbook Series 2 Chapter 11: Landmarks
Time: 90 minute block schedule, may be 2 days.
Lesson Objective: SWBAT list facts about Wisconsin and describe native country.
Language Objective: Students will create a paragraph about their native state or country using the present passive (is +ed/irregular)

Student Directions:
Summarized:

Part I: Watch Videos
Part II: Read paragraph on Wisconsin
Part III.
A. Answer questions on a sheet of paper and hand in.
B. Add one more fact or *stereotype (*something that is not always true) that you know or have heard about Wisconsin
Part IV. Create a blog about your native country.
Part V. Create questions for a student to answer and post onto your blog.

Part VI. Respond to another persons blog
*Part VII. Be prepared to describe similarities and differences between states/countries in class
****************************************************************

PART I: You are to watch the videos: On Wisconsin! and Madison, Wisconsin

Part II: After you play it read the following paragraph.

Key words:

currency--type of money used

crops--plant grown to eat

produced--made


Wisconsin is a state located in the United States with many interesting features. The currency used in Wisconsin is the dollar. In Wisconsin English is spoken. Some people there also speak Spanish, Korean, and German there along with other languages. Cranberries, oats, and corn are some crops grown in Wisconsin. Dairy products such as cheese and milk are produced in Wisconsin because there are many cows raised on farms.

The capital of Wisconsin is located in a city called Madison. Madison is also the home of a major university called UW-Madison. The University of Wisconsin-Madison’s Badger football games are watched every year. Football is not the same as Latin American “fútbol”. Football is known as “fúbol americano” in Spanish. Every Saturday college students, alumni, and Wisconsin fans gather for the games. During half-time the marching band performs. Make sure if you ever visit Wisconsin, to eat some cheese, visit the capital, and watch a Badger football game!


Part III: Answer the following questions on a separate sheet of paper and turn in to Ms. Wolters.
1. Where is Wisconsin?
2. What is the currency used in Wisconsin?
3. What languages are spoken there?
4. What products are grown there?
5. List some dairy products produced.
6. What is the capital of Wisconsin?
7. What university is located in Madison?
7. What is the video a clip of?

B. Post one more thing you know about Wisconsin.

Part IV: You are to create a paragraph on your blog about your native state/country.
Answer the following questions:
1. Where is your state located?
2. What is the currency used?
3. What crops are grown there?
4. What is produced there?
5. What is the capital?
6. Are there any landmarks located there?
7-10. Create at least 4 more questions using the following words: manufactured, listened, played, sung, watched, visited, bought


Part V: Create 8 questions about your country for others to answer as I have did about Wisconsin. Feel free to link a video on your blog! (Ask me and I will show you!)


Part VI: Answer the questions of another student's blog that HAS NOT been answered yet.

Part VII: Be able to discuss in class similarities and differences between places tomorrow.


Review/Analysis
1. How will you use this resource to meet the needs of your instructional purposes?
I will introduce a cultural aspect of Wisconsin as well as facts about Wisconsin in a way other than a worksheet. I chose a paragraph on Wisconsin so they could learn about the state they live in while at the same time have students see how the present progressive is used in reading and writing.


2. Why is this application and format appropriate for the lesson you plan to
create (e.g., level of authenticity, relevance to target language, register,
accuracy, interest level, and motivation)?
The ideal of this lesson is to incorporate knowledge of the state they live in now in the United Sates and the state/country they lived in the past and create a comparison. By using students homeland, I hope they will be interested to share information. This lesson goes with Interchange Intermediate and ties in the language objective of learning how to use the present progressive in English and authentically using it. Moreover, I feel that by letting students submit work via the Internet, they will have more motivation to create.
By using their own background knowledge, I hope to create conversation and have everyone in the class learn including myself.

4. Are the format, organization, design and language level of this resource
appropriate for your instructional goals?

My instructional goals are that students:
Learn about Wisconsin and use the the present progressive (is/are +ed) in writing and eventually present it to the class. Essentially they will be reading, writing, and speaking all in English with this lesson.

5. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
Students will have to sign in under my name because they will not have access to YOUTUBE seeing as it is blocked for students..

ESL Health Reading/Writing

Assignment 1: Evaluating and Using Web Sites

Reading Lesson: “Calling in Sick”, “Taste Testing” and other stories.

1. Teacher centered
1. Hand out today’s objective sheet
2. Review “Calling in Sick" reading” http://www.marshalladulteducation.org/rs/l07/calling_pre-read.htm with class via projector. Type answers on Microsoft Word via Projector.

2. Student centered
By the end of the today’s technology lesson, you will have read 5 stories and identified at least 10 new vocabulary words relating to health. In addition, you will be able to pronounce at least 5 of those 10 words correctly. Lastly, you will also be able to write reviews about each story you have read.
Follow these directions to complete this assignment:
1. Log into students-online; Ms. Wolters’s page under the Assignment: Health.
Click on the following link: http://www.marshalladulteducation.org/rs/l25/taste_pre-read.htm
2. You are going to go to the story “Taste Testing.”
3. Answer the *pre-reading questions listed and fill out the new vocabulary on your worksheet.
*Pre-means before (antes)
4. Read the small paragraph to learn about taste buds. Read the story one time without stopping to look up new words. Click “click here to continue” to read the story one more time.
5. On the third time listen to the story and please review any words that you feel were pronounced differently then what you originally thought.
6. When you finish reading, click on "Conclusions" or "Understandings" and read the 5 questions.
7. Raise your hand and ask Ms. Wolters for the "Understanding" sheet in paper form to fill out.
8. Respond to the post-reading questions or “Understand” questions. Turn this in to your teacher (Ms. Wolters). (Be prepared to read-aloud the stories in class tomorrow.)
*post means after (después)
9. When you finish get another story. You need to read at least 5 out of 6 readings and turn in 5 out of 6 reading "Understanding" sections. Include "Taste Testing" as "Understanding" 7.

*I am not looking for how fast you get done, I am looking for how thorough each answer is so take your time and see me if you are not going to finish all of them!
10. Repeat with the following Level 1, 1.5 and 2 stories:
“Doctor’s visit” http://www.marshalladulteducation.org/rs/l15/doctor_pre-read.htm
“Healthy Teeth”
http://www.marshalladulteducation.org/rs/l15/teeth_pre-read.htm
“Good Nutrition”
http://www.marshalladulteducation.org/rs/l15/nutrition_pre-read.htm
“911 Saves Lives”
http://www.marshalladulteducation.org/rs/l2/911_pre-read.htm
*A Heath Care Directive” Extra Credit
http://www.marshalladulteducation.org/rs/l25/health_pre-read.htm

Review of Lesson and Website Resource

Students:
High School 9-12 Grade students enrolled in ESL reading/writing beginner II. Students' first language is Spanish.

English language level: Beginner/Intermediate

ESL Lesson time: block schedule--90 minutes in computer lab

Class Location environment: This will be taught in the computer lab. Students will log in to MPS student log-ins go to MPS students SLC, go to the Ms. Wolter’s class page read directions and click on the link for this story.

What is the instructional purpose?
This is a reading comprehension and skills building activity. They will be working on their reading, writing, listening, and pronunciation portions of ESL. My class uses a textbook series that focuses on thematic units. This web page is following up on our chapter in Interchange Textbook Red about health. http://www2.cambridge.org/interchangearcade/listtypes.do?level=1&unit=12&stage=2 )and is after reading the book and watching the movie about the Helen Keller.

How will you use the website to meet your instructional purposes?
I have found that students are not finding it necessary to use health words for everyday purposes so I wanted to give several activities that show the importance of knowing health words. For example, students learned the word “for mouth” but had trouble saying “my mouth hurts”. I also wanted to connect the 5 senses and the sense of taste to the Helen Keller story because she only had taste, touch, and smell to survive. Lastly, I really feel I would like to incorporate more reading as we go through each chapter and what better way than through technology.

What handouts will I create?

I will provide a handout with the pre-reading and post-reading questions so that students understand that this assignment requires them to become interactive and responsible their learning. I will create a sheet with today’s date, computer lab, and the objective for the day, as well as task assignment, and homework. I will also put on their materials needed: pen/pencil, headphones, and log-in ID information known

What are potential problems students might encounter in using this website?

My students this year started off the year slowly learning the ins and outs of programs in the Internet. However, I have been slowly creating my web page for my ESL students and we have reviewed how to get to my page many times. I have found that they are having trouble connecting that underlined text that means it’s an activity to do or go back to. I will show them with a projector how to navigate between pages. They might have some difficulties navigating from the question activities back to the main story site so they can go on to the next activity. I will also write on the white board today’s directions and what needs to be turned in. I will do one story together with the projector such as “Calling in Sick.” I also will need to check out that JAVA functions on all computers because JAVA is either blocked or not available on our school computers. Lastly, I may need to give student's different pages to begin with to prevent cheating! I have noticed students have a desire to finish the fastest instead of making sure they understand everything.