Description

Artifact I is an ESL-enhanced Lesson Plan for secondary (11th and 12th grade) US History designed as the final project for my EDIS 5428, ESL Methods course, in Fall 2021. With an elementary clinical placement and focusing on 4th-grade in my EDIS 5030 projects. This ambitious lesson packs instruction and assessments for SOL content situated in the standard 11th and 12-grade curriculum for US History, Expansion, and Reform: 1801 to 1861. The unit plan reflects a range of differentiated instructional approaches utilized in my teaching, such as cooperative teaching and learning, project-based learning, telecollaboration for language immersion and practice, autonomous learning with engaging content and instructor-guided practice and cooperative teaching to bring instructors in displaced locations to bring their classrooms with similar L2 and content learning needs for immersion and practice, conversation and debate.

Artifact II presents established ESL language objectives for Artifact I. The document was developed prior to Artifact I and is intended to accompany Artifact 1 to support diverse learners (students with different cultural and linguistic backgrounds using engaging and collaborative learning activities to promote a deep understanding of content. I intentionally integrated and promoted practices that enhance cooperative learning, authentic immersion, and media use to foster strong group work in class and a successful language conversation with students from another ESL classroom at another school, even one from a different country.

Analysis

This evidence demonstrates competence in using multiple instructional approaches; the lesson employs language and content objectives, differentiated instruction, innovative new pedagogical constructs to enhance language immersion and practice, and opportunities for students to learn collaboratively and autonomously with instructor-guided practice. The selected videos were curated for their brevity, content depth, and level of appropriateness. The lesson utilized instructional material sets for base groups. Paired students received a material set, which includes a short reading, a map, and an image representative of the content topics. 

A visual/textual organizer provided a path for students to critically analyze each item in the material set and identify three key ideas or takeaways from their material set takeaways from the readings, maps, and images as they relate to the Trail of Tears. Once students complete their visual organizers, they will return to their base groups to share their findings through a cooperative learning jigsaw activity. The evidence shows approaches that support ELL learners from different cultural and linguistic backgrounds, and students are encouraged to bring their cultural perspectives to the discussions to promote a deep understanding of content.

Reflection

I believe my greatest strengths stem from my creativity and enthusiasm for devising innovative teaching practices. The energy and positivity I bring to my plans enable a deep understanding of SOL content across a wide range of UKDs. ESL vocabulary is reinforced with guided practice and activities that aim to foster and strengthen connections and communities with peer learners who share the same speaking, listening, reading, and writing L2 needs and goals. All of this is achieved while integrating a social justice theme appropriate for the learner's age and grade level, but an effective way to spark discussion and cultivate critical skills.