Final Project

So the lesson plan that I modeled the matrix after was actually a final in my CURR-312 course, Educating English Language Learners, from the past semester. We were supposed to adapt to a prompt given to us fitted for a specific ELL student also assigned to us. The child I had was Han, a 15 year old Korean transfer who understood little English and had many limitations in speaking and putting it to use. Needless to say, I was able to make many accommodations when teaching Emily Dickinson to Han instead of adapting the whole lesson plan in general (which would be unfair for the rest of the kids in class) and even added a couple additions of my own. In the student bio given to me, it just happened that Han was an avid learner of Mathematics and expressed not only an adeptness at the subject, but a passion for it as well. I used that to my advantage as well.
    I wanted to make sure that Han, along with all the other kids in class, benefit from the lesson as much as possible. In order to accomplish that, there needs to be all kinds of examples (preferably visual and audio) in order for the material to be presented to the students in an effective manner. The lecturing serves as a backbone, but things such as showing the class pictures of Emily Dickinson, examples of her poem, and other parts of her biography that are important to know on the Smartboard or visual projector makes all the difference for an ELL. Han needs to have the material communicated to him in ways that promote easy transition into the English language. Using technologies that have promote large displays of visual learning are encouraged, whereas audio examples such as a documentary of Emily Dickinson or live readings of her poetry (Youtube) are a good idea as well.
    Class discussions, where students can jump in without fear of assembly line questioning and raised hands can help Han. All of the students receive the same exact amount of information in the lesson plan at the same exact time. So everyone is learning Emily Dickinson for the very first time, at least in this class. Ergo, no student should be the wiser. Engaging the class in discussion has the potential of making Han feel at ease. This can be aligned with the technologies being used to present the material such as the Smartboard, internet, visual projectors, etc. All of the NETS-S fit because of how the various technologies allow students to communicate and collaborate with one another. To able to use said technologies effectively and productively can be found in the way students can approach Emily Dickinson and the meter found in her poetry via class discussion and group activities. Even the presentation of students' meter poetry will be transferred from the laptops to the Smartboard so the class can observe and facilitate constructive criticism.
    Han, having lived in Korea for most of his life before moving to the United States, is still learning the English language. I have been told that he understands the basics, but complexities involved in literary material may cause issues. So, I thought of resorting to pairs rather than large group activities. That way, Han can have an easier time chiming in an opinion of his own rather than being lost in a sea of proficient English speaking voices. Also, he can form social relationships easily if the work involves one on one time with another peer. In regards to the meter aspect of the lesson, I chose that specific aspect of poetry in order to exploit Han’s strength in Mathematics. Hopefully, he can help his partner better understands the principles behind meter if that they struggle with all of the trimeters and tetrameters and other form of syllabic regulations in meter. All of this, of course, will be done on the laptops handed to each pair of students so they have access to online resources that may help them with the activity. I chose CCSS.ELA-Literacy.RL.9-10.4  because of how it aligns students to dissecting both of the poems and forming their own conclusions regarding the similarities and differences of Emily Dickinson's style of poetry and that of other poets'. Then the CCSS.ELA-Literacy.SL.9-10.1 forces those same students to engage in discussion with the rest of the class on their findings. The laptops will allow these pairs to better go about doing the task due to the online resources and word document use for composing the compare and contrast of it all.
    The sharing of the meter poems will toughen Han in terms of public speaking. Now that he is in America, he has get used to the fact that all students have to present projects either in groups or solo. This part of the lesson plan starts Han off somewhere easy at first, that way we can build his confidence up in increments. Having Han pair up with another student will boost his social confidence and even encourage him to talk more. This whole lesson plan, when integrated with technology, will benefit the class as a whole. I aligned this part of the lesson plan with CCSS.ELA-Literacy.SL.9-10.4  because of how the pairs will have to communicate the example of meter poetry they formed. The writing standards: CCSS.ELA-Literacy.W.9-10.4 and CCSS.ELA-Literacy.W.9-10.3c are aligned because of how the pairs of students have to use communicate what they learned in class through the same laptops from before. This lesson plan is not just for Han, but for the greater good of the class.

Lesson Plan Matrix: https://docs.google.com/document/d/1wbo8gfuG7mlwkfWdgZzRaY1MzvxnBm_ZtnUzF_BN90g/edit?usp=sharing