Using Sei Strategies in a Siop Lesson Plan free essay sample

This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing. These words should not just be stated and defined. The students should be discussing them with the teacher. The teacher should be asking them questions about the vocabulary like, â€Å"does anyone know what climate means? † Students also should be given the opportunity to interact with one another and listen to what is being said out-loud verbally. The vocabulary should be put into their vocabulary journals and should be reviewed when the lesson is over. The vocabulary words should be displayed for the students. The reason to display the vocabulary words is that this helps the students to remember the words as they develop greater proficiency in language. The vocabulary journal should not just be words and definitions. It should have the words and the definitions along with a pictorial drawing of the word. We will write a custom essay sample on Using Sei Strategies in a Siop Lesson Plan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Students may not be able to write clearly in English what the definition of the word actually is, and they may not remember all of the English words for the definition. It is important to have them represent the word in a picture to help them remember what the definition is by looking at the picture. By having the student create the brochure about where they are from you are opening the door to a variety of different types of geographic locations for the class to discuss. Some students may be from different states, and some students may be from different countries. Also, giving them an assignment about where they are from utilizes one of the â€Å"best practices,† in instructing ELL’s in the classroom according to Chamot. Effective bilingual and ESL teachers utilize instructional practices that value and draw from students native language(s) and culture(s). † (Chamot, 1993). They can explain their culture to the class in a fun interactive way that allows them to be who they are and where they are from, and allows the class to better understand them. Another good practice for the lesson is modeling. Through modeling what the stude nt is supposed to do they are getting an example of how to complete the actual lesson. This helps them to be more successful at completing the project. Students need to have examples of what you want them to do. This helps them to have a greater understanding of the expectations the teacher has for them. Reading about geology in their history books will also help them gain knowledge about the geographical region throughout the world. They can build on their vocabulary to help them learn this content. By reading a travel brochure together as a class the student will have the experience of seeing an actual travel brochure, and they will know what they should or should not include in the brochure that they make for their home town. This gives them background experience in what a travel brochure is. This combined with the modeling is a form of scaffolding to help the student be able to perform the task independently. The assessment method that I chose was to define the vocabulary words. This is in my opinion the surest way to know they understand and can comprehend the meaning in what they are doing. However there will be students who do not understand the entire quiz possibly and they need to be accounted for. Students should be allowed to respond orally, and they can even respond pictorially if they are low enough that they speak hardly any English. This is of the utmost importance making sure that they grasp this content in way that is understandable to them. The most important part of comprehensible input is making sure student can complete the assignment, and understand what they are being taught as well as possible. They need to have time modification or be given the necessary means to finish and complete tasks. That means possibly providing them with material in their native language to help them be successful. They can look at these at home possibly. ESL 434 SIOP Lesson Plan Date: 10-1-12Grade/Class/Subject: 6th grade Unit/Theme: Social StudiesStandards: Strand 4 Concept 4 PO 2. Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. PO 5. Identify cultural norms that influence different social, political, and economic activities of men and women. ELL IV (Correlates to Grades 6-8) Standard: The student will express orally his or her own thinking and ideas. Level Early intermediate: PO 3 Contribute to classroom and academic discussions by giving suggestions, describing events, expressing PO 4 Issue multiple-step routine directions and instructions in a manner that the listener can follow PO 6 Prepare and deliver a short oral report in a content area that effectively conveys the information in Content Objective(s): Students will create a travel brochure about their home town, and be able to explain different geological feature about the place they are from, culturally, and environmentally. Language Objective(s): Student will verbally and visually represent their home in a travel brochure to the class. They will create a map of their local area in the brochure | Key Vocabulary |Supplementary Materials | | |Color pencils, glue sticks, crayons, scissors, ruler, construction | |Climate, Weather, Customs, Globe, Continent, travel, brochure, |paper, sample ravel brochure, travel magazines, sharpie, word cards, | |Geology, region, map, environment |pencil, vocabulary journal, overhead projector, social studies book | |SIOP Features | |Preparation |Scaffolding |Grouping Options | |__x_ Adaptation of content |__x_ Modeling |__x_ Whole class | |_x__ Links to background |___ Guided practice |___ Small groups | |__x_ Links to past learning |___x Independent practice |___ Partners | |___ Strategies incorporated |___x Comprehensible input |__x_ Independent | |Integration of Processes |Application |Assessment | |__x_ Reading |__x_ Hands-on |_x__ Individual | |__x_ Writing |__x_ Meani ngful |___ Group | |___x Speaking |__x_ Linked to objectives |__x_ Written | |__x_ Listening |___x Promotes engagement |__x_ Oral | |Lesson Sequence: | | | |The teacher will cover the vocabulary words with the students, and each word will go onto the board for the students to view throughout the | |week. The vocabulary will be discussed using a sixth grade social studies book. Students will be given an example of a travel brochure which | |they will all read as a class. After they have read the brochure they will add the vocabulary to the vocabulary journals. After students have | |completed this they will be given the assignment to create their own travel brochure throughout the week. The teacher will model this for the | |students, so they can have a clear understanding of what is expected of them. This will be done by creating a brochure under an overhead | |projector. The brochure should have details about the regions weather, climate, and customs. Students will listen to the teacher explain this. | |Students will use pictures from magazines, and they will be able to glue and paste thing into their brochure. They will have access to the | |materials necessary to perform this task. Student will work independently on the travel brochure about their home, and then after the week is | |done the following week the whole class will present their travel brochure to the class. After the class has presented their brochures the | |teacher will review the vocabulary and it will be placed on the word wall for students to see. Students will also take a vocabulary quiz | |matching the definitions to the vocabulary. | | | | | |Reflection: | |Students will work on this for 45 minutes each day for a week, and then have two 45 minute periods in the following week to complete their | |oral presentation. If they are unable to write complete sentences due to their level of English Language acquisition they may use more | |pictures to represent certain aspects of the brochure. The quiz may be taken orally to accommodate the students as well. |If the student needs more time to complete the assignment then they will have an extra day for completion of the assignment if necessary. | |Students may have travel brochures in their native language, to help them understand what a travel brochure is. | | | | | | | References Chamot, A. (1993). Effective Instructional Practices Enhance Student Achievement, Third National Research Symposium on Limited English Proficient Student Issues Retrieved October 21, 2012 from http://www . ncela. gwu. edu/files/rcd/BE024340/Forum_v16_n4_May_1993. pdf

Major General Samuel Crawford in the American Civil War

Major General Samuel Crawford in the American Civil War Samuel Crawford - Early Life Career: Samuel Wylie Crawford was born November 8, 1827, at his familys home, Allandale, in Franklin County, PA.   Receiving his early education locally, he entered the University of Pennsylvania at age fourteen.   Graduating in 1846, Crawford desired to remain at the institution for medical school but was deemed too young.   Embarking on a masters degree, he wrote his thesis on anatomy before later being permitted to commence his medical studies.   Receiving his medical degree on March 28, 1850, Crawford elected to enter the US Army as a surgeon the following year.   Applying for an assistant surgeon position, he achieved a record score on the entrance exam.   Over the next decade, Crawford moved through a variety of posts on the frontier and commenced a study of the natural sciences.   Pursuing this interest, he submitted papers to the Smithsonian Institution as well as engaged with geographical societies in other countries.   Ordered to Charleston, SC in September 1860, Crawford served as a surgeon for Forts Moultrie and Sumter.   In this role, he endured the bombardment of Fort Sumter which signaled the beginning of the Civil War in April 1861.   Though the forts medical officer, Crawford oversaw a battery of guns during the fighting.   Evacuated to New York, he sought a career change the following month and received a majors commission in the 13th US Infantry. Samuel Crawford - Early Civil War:   In this role through the summer, Crawford became assistant inspector general for the Department of Ohio in September.   The following spring, he received a promotion to brigadier general on April 25 and command of a brigade in the Shenandoah Valley.   Serving in Major General Nathaniel Banks II Corps of the Army of Virginia, Crawford first saw combat at the Battle of Cedar Mountain on August 9.   In the course of the fighting, his brigade mounted a devastating attack that shattered the Confederate left.   Though successful, a failure by Banks to exploit the situation forced Crawford to withdraw after taking heavy losses.   Returning to action in September, he led his men onto the field at the Battle of Antietam.   Engaged at the northern part of the battlefield, Crawford ascended to division command due to casualties in XII Corps.   This tenure proved brief as he was wounded in the right thigh.   Collapsing from loss of blood, Crawford was taken from the field.    à ‚      Samuel Crawford - Pennsylvania Reserves: Returning to Pennsylvania, Crawford recovered at his fathers house near Chambersburg.   Plagued by setbacks, the wound took nearly eight months to heal properly.   In May 1863, Crawford resumed active duty and took command of the Pennsylvania Reserve Division in the Washington, DC defenses.   This post had previously been held by Major Generals John F. Reynolds and George G. Meade.   A month later, the division was added to Major General George Sykes V Corps in Meades Army of the Potomac.   Marching north with two brigades, Crawfords men joined in the pursuit of General Robert E. Lees Army of Northern Virginia.   Upon reaching the Pennsylvania border, Crawford halted the division and gave a rousing speech imploring his men to defend their home state. Arriving at the Battle of Gettysburg around noon on July 2, the Pennsylvania Reserves paused for brief respite near Powers Hill.   Around 4:00 PM, Crawford received orders to take his men south to aid in blocking an attack by Lieutenant General James Longstreets corps.   Moving out, Sykes removed one brigade and sent it to support the line on Little Round Top.   Reaching a point just north of that hill with his remaining brigade, Crawford paused as Union troops driven from the Wheatfield retreated through his lines.   With support from Colonel David J. Nevins VI Corps brigade, Crawford led a charge across Plum Run and drove back the approaching Confederates.   In the course of the attack, he seized the divisions colors and personally led his men forward.   Successful in halting the Confederate advance, the divisions efforts forced the enemy back across the Wheatfield for the night. Samuel Crawford - Overland Campaign: In the weeks after the battle, Crawford was compelled to take leave due to issues relating to his Antietam wound and malaria which he had contracted during his time in Charleston.   Resuming command of his division in November, he led it during the abortive Mine Run Campaign.   Surviving the reorganization of the Army of the Potomac the following spring, Crawford retained command of his division which served in Major General Gouverneur K. Warrens V Corps.   In this role, he took part in Lieutenant General Ulysses S. Grants Overland Campaign that May which saw his men engaged at the Wilderness, Spotsylvania Court House, and Totopotomoy Creek.   With the expiration of the bulk of his mens enlistments, Crawford was shifted to lead a different division in V Corps on June 2. A week later, Crawford took part in the beginning of the Siege of Petersburg and in August saw action at Globe Tavern where he was wounded in the chest.   Recovering, he continuing to operate around Petersburg through the fall and received a brevet promotion to major general in December.   On April 1, Crawfords division moved with V Corps and a force of Union cavalry to attack Confederate forces at Five Forks under the overall command of Major General Philip Sheridan.   Due to faulty intelligence, it initially missed the Confederate lines, but later played a role in the Union victory.   Ã‚   Samuel Crawford - Later Career: With the collapse of the Confederate position at Petersburg the next day, Crawfords men took part in resulting Appomattox Campaign which saw Union forces pursue Lees army west.   On April 9, V Corps aided in hemming in the enemy at Appomattox Court House which led to Lee surrendering his army.   With the end of the war, Crawford traveled to Charleston where he took part in ceremonies that saw the American flag re-hoisted above Fort Sumter.   Remaining in the army for another eight years, he retired on February 19, 1873 with the rank of brigadier general.   In the years after the war, Crawford earned the ire of several other Civil War leaders by repeatedly attempting to claim that his efforts at Gettysburg saved Little Round Top and were key to the Union victory. Traveling extensively in his retirement, Crawford also worked to preserve land at Gettysburg.   These efforts saw him purchase the land along Plum Run over which his division charged.   In 1887, he published  The Genesis of the Civil War: The Story of Sumter, 1860-1861 which detailed the events leading up to the battle and was the result of twelve years of research.   Crawford died on November 3, 1892 at Philadelphia and was buried in the citys Laurel Hill Cemetery.   Ã‚   Selected Sources Gettysburg: Major General Samuel CrawfordStone Sentinels: Major General Samuel CrawfordFind a Grave: Major General Samuel Crawford