Dr. Anita de la Isla ~ Dallas Baptist University
LET MY LIFE BE A LIGHT TO SOMEONE TODAY
Psalms 119:130 The unfolding of your words gives light; it gives understanding to the simple.
At the end of her lesson on being thankful, the teacher said, “Your final assignment for today is to write a letter. The letter can be addressed to anyone—your mother, your friend, your teacher, or someone else. It is due at the end of the period. After I grade it, you may mail or deliver your letter, if you like.”
After the bell rang, twenty-five letters lay on her desk. Several students wrote letters to their friends, some wrote to their family members and others to their teachers, but one letter was addressed to the teacher. It was a complete surprise. It was from a boy that she felt she was unable to reach. He was always into mischief. His demeanor said that the things she taught in the Bible were of no interest to him. No matter what the teacher tried, she always felt that he had a deaf ear to spiritual things. Then she got his letter (paraphrased).
Dear Mrs. Wyrick,
I know that you love God with all your heart. I can see it when you teach Bible. I know I act like I don’t care about God, but I do. Right now, I am having a real bad time in my life. I am not doing right, but I want to do better. Please pray that someday I can learn to love God as much as you do.
The teacher sat quietly in her empty classroom and held the letter in her hand. She read it again, and then a third time. Tears came to her eyes, and a prayer formed in her heart.
“Thank you Lord for allowing Your light in me to touch this student. Help him to find you. Help him to know you personally and to love you deeply as he builds a closer relationship with you. Give him good friends that will help lead him in the way he should go. Watch over him as he walks through these difficult times in his life.”
When you plant seeds, you never know which seed is going to produce the greatest harvest. Love each student unconditionally. Show concern, kindness, and gentleness to them all. God often chooses the ‘least likely’ person to join His army.
Dear God, Fill our hearts with love and compassion for those struggling with sin. Help us to show the love of Christ in such a way that they are drawn to your light. May our students see Jesus through our words and our actions
Assessment, Technology, and the Future
Reading to Learn in the Content Areas- Ch. 10 & 12
UNIT OF STUDY PRESENTATION: (200 total points)- Discuss deadline
Thematic units support the language and literacy development of ELL students by helping them to engage in deeper concept development on content area topics in addition to providing multiple exposures to key vocabulary.
You will create a unit of study that focuses on particular content area objectives as well as language objectives appropriate for English language learners under a certain theme. In your unit you will include the following:
- Intended grade and language proficiency levels for the lessons
- Specific content area objectives (TEKS) and language objectives (ELPS)
- Materials and resources needed
- Procedures and assessments involved in the different lessons
- At least 5 lessons should be included in your entire study which all relate to and support the learning of a particular overall theme or topic. Each lesson should follow the lesson plan format presented at the end of the syllabus.
- Be mindful of incorporating SIOP (Sheltered Instruction Observation Protocol) features into your lesson,www.siop.pearson.com, http://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf. Some lesson and activity ideas are also available here, http://www.cal.org/siop/lesson-plans/index.html.
Chapters eight through ten of Help! My Kids Don't All Speak English may provide good examples of templates and formats to use, but you are not restricted to these, just as long as you include all of the components listed in the above paragraph, which are included in the lesson plan template.
You may incorporate website activities, vocabulary activities, and picture book lessons you created in previous assignments, but activities in addition to these will be expected to complete all five lessons in the unit of study. Be sure to include a variety of instructional materials, including hands-on, visual and multimedia teaching resources as appropriate.
Use the following objectives in your unit of study lesson plans:
- Language objective(s) – use the ELPS (English Language Proficiency Standards) found at the Texas Education Agency's (TEA's) website: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.
- Content area objective(s) - TEKS can be found on TEA's website here: http://www.tea.state.tx.us/index2.aspx?id=6148(scroll down to see subject areas).
Be mindful of the features of effective literacy instruction, including:
o Explicit and systematic instruction
o Increased opportunities for practice and responding
o Corrective and appropriate feedback
o A variety of grouping formats
o Appropriate text
o Assessment information used to guide instruction
The grading criteria is available in the syllabus and on Blackboard.
COLLABORATION PLAN (GROUP OR INDIVIDUAL POWERPOINT PRESENTATION): (150 total points)
As an ESL/EFL educator you will be considered the "expert" in how to support the learning needs of culturally and linguistically diverse students on your campus or in your area. You may often be collaborating with and supporting teachers in other content areas in ways to work together for the success of the ELL students. This activity is an opportunity for you engage and contribute to a professional learning community, and you may find yourself using this presentation with colleagues in your future teaching positions.
In this assignment you will formulate a plan by which non-ESL instructors assist with the development of material and resources that integrate ESL strategies and the content areas. This activity may be completed independently or in a self-selected group according to topic choice.
- You will review and select your preferred research topic from those listed on Blackboard (or choose a different topic with professor approval). In the wiki grid, be sure to indicate whether you prefer to work independently or with a group.
- You will describe in your research presentation a plan of how to work together with non-ESL instructors, and may focus on a particular subject or strategy (with prior instructor approval), or make overall suggestions for supporting ESL learners in the content areas (see suggested topics on Blackboard).
- Individually or as a group you will decide on your focus and prepare a PowerPoint or Prezi presentation to be posted on Blackboard by the day it is due. This assignment is intended to be a tool for helping non-ESL instructors better understand how to support the learning of English language learners in the content area classroom as well as help you to prepare ESL lessons that address subject area content knowledge and skills.
- The suggestions offered in your plan will need to be research-based and will require at least ten peer-reviewed sources (not general web sites) for the information presented. Five of these sources may come from articles and books discussed in the course and at least five will need to be obtained through your independent research. Citations should follow APA format.