Table of Contents

Introduction Letter

Classroom and Student Information

Standards and Content Objectives

Prior Knowledge Analysis

Pre-Assessment

Anticipated Lesson Outline

Collected Materials List and Resources

Individual Lessons, Reflections, and Sample Student Work

Post-Assessment

Unit Reflection

Recommendations for Future Teaching

Supporting Data/Gradebook

Student Evaluations
Dear Teacher,

This unit plan was developed as part of the ENGL 496: TESOL Practicum experience at
Saginaw Valley State University in the spring semester of 2018. This unit was
developed for the 1st grade ELs at Sherwood Elementary School in Saginaw, MI.
Because of the nature of the 1st grade ESL classes at Sherwood Elementary (as 25-30
minute small group pull-out lessons), the lessons included in this unit are brief and focus
on supporting and enriching students’ linguistic and content understanding of the
thematic unit being taught in their regular ELA content instruction: simple machines.
This unit was developed using the curriculum materials provided and required by the
school, Reading Street (Grade 1.5), for ELA instruction; although the content presented
in these materials was the basis for instruction within this unit, the lessons themselves
were complete recreated in order to better utilize the Sheltered Instruction Observation
Protocol model, as well as the time restraint of 30 minutes on each lesson
simultaneously.

This unit section of the portfolio is divided into three sections: the planning documents,
the lessons, and the final reflections. The planning documents include information on
the student groups, the standards and objectives for the unit’s four lessons, the required
materials for the unit, and a pre-test, answer key, and prior knowledge assessment
based on the students’ pre-test scores. Included in the second section of the binder are
the anticipated lesson outline, and the lessons themselves, complete with sample
handouts and samples of student work. The final section of the binder includes the
gradebook from the lesson, including the post-assessment; a final unit reflection; and
recommendations for future teaching.

Thank you and happy teaching!

Sara Houser
Student Teacher – ESL Practicum
Saginaw Valley State University
 Classroom Information

This unit was developed for and taught to Miss Roe’s first grade ESL pull-out groups at
Sherwood Elementary School. Miss Roe teaches small groups of students at the first
and second grade level via pull-out sessions in the ESL classroom each morning and
afternoon. There were a total of 11 English learners in the first grade at Sherwood
Elementary, and these students were split into three unequal groups according to their
regular teachers schedules. The first group consists of two students (one native speaker
of Korean and one native speaker of Punjabi. The second group included 5 students on
the first day of class (two native speakers of Arabic, one native speaker of Spanish, one
native speaker of Pohnpeian, and one native speaker of Telegu), but one of these
students left for his home country by the second day of the unit being taught, which is
not uncommon for English learners and their families to do. The third group included 5
students (one native speaker of Cantonese, one native speaker of Vietnamese, and
three native speakers of Arabic).

These first grade small group lessons last no more than 30 minutes, including transition
time from the regular classroom to the ESL room at the beginning of the lesson and
from the ESL classroom back to their regular classrooms at the end of the lesson. As
such, the lessons themselves are fast-paced and quite short, leaving little time for
additional practice beyond what is planned or to account for student behavior that
interferes with the learning process. The students have a behavior management
program in place to help them stay on-task and focused on learning in order to make
this run more smoothly. Typically, Miss Roe designs the lessons not only to meet this
time limit, but also to preview or build upon the content learning happening in the
regular 1st grade classroom, using the same materials the students use for ELA
instruction in their regular classroom. The lessons typically follow a weekly pattern of
focusing on vocabulary and conducting a picture walk on Monday, reading and
summarizing on Tuesday, working on phonics on Wednesday, writing on Thursday, and
working with math vocabulary on Friday. The same lesson is taught to all three first
grade groups during the day. This unit follows this same weekly and daily structure,
such that the student’s routine was not broken in order for the unit to be conducted.
 Standards

CCSS.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
CCSS.RI.1.1: Ask and answer questions about key details in a text.
CCSS.RI.1.2: Identify the main topic and retell key details of a text.
CCSS.FS.1.3: Know and apply grade-level phonics and word analysis in decoding
words.
CCSS.L.1.5.c: Identify real life connections between words and their use.
CCSS.W.1.2: Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
CCSS.W.1.5: With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as needed.

Lesson Objectives

Lesson One:

Content Objective: Language Objective:

SWBAT recognize and define key SWBAT define key vocabulary and
vocabulary by connecting it to realia and discuss the illustrations in a text in order
real-life experiences. to predict the main idea(s) of the text.

Lesson Two:

Content Objective: Language Objective:

SWBAT summarize the text Simple SWBAT listen to the text Simple
Machines with a partner. Machines to determine the 4 main types
of simple machines, and orally
summarize the text with a partner.

Lesson Three:

Content Objective: Language Objective:

SWBAT describe the meaning of the SWBAT read and orally express words
suffixes –er and –or. that use the suffixes –er and –or.

Lesson Four:

Content Objective: Language Objective:

SWBAT write a short paragraph about SWBAT write at least three reasons (in
how simple machines make our lives sentences) why simple machines make
easier. our lives easier.
 Prior Knowledge Assessment
Of the three first grade classes at Sherwood Elementary, the pre-assessment
and post-assessment were given to only the two groups that the student teacher was
able to teach every day of the week (the other first grade group was taught the first
lesson by the host teacher due to scheduling conflicts). The pre-assessment was
focused on the students’ knowledge of the content within the unit being taught in the
regular first grade classrooms throughout this same week, but none of the classes had
actually started the unit yet, so this pre-assessment served as a more true measure of
what they know about both simple machines and the associated unit vocabulary words.
The students were asked to listen to the teacher read each part of the assessment
aloud and then provide an answer if they had one. If they absolutely did not know they
answer, they were allowed to skip the question.

The first group of first graders was composed of five students from diverse cultural and
linguistic backgrounds. Two of the students were able to correctly match all of the
vocabulary words to their definitions, which would suggest that vocabulary will less of a
difficulty for them in this particular unit. The remaining three students only matched two
of the vocabulary words correctly each, and each of these three students matched
different words correctly. This would suggest that among these three students, there
was little consistency in what they knew with regards to vocabulary, and that vocabulary
for these students will need to be emphasized in each lesson. All of the students in this
group skipped the written question and the question regarding suffixes, both of which
would require more specific content and English language knowledge that will be
covered in the first three lessons of the unit rather thoroughly.

The second group of first graders was also composed of five students from diverse
cultural and linguistic backgrounds. All but one of these students correctly matched two
of the five vocabulary words with their definitions/examples, and one correctly matched
only one vocabulary word with its definition/example. Of the students who matched two
correctly, they all matched ‘today’ and ‘goes’ correctly, in particular, suggesting that
these two words are understood fairly well by the majority of the group. The student who
only matched one word correctly did so for ‘goes’, so this student may need a little more
help with the word ‘today’. All of the students missed the remaining three words. All of
the students attempted the written-response question, but none listed any of the four
simple machines, and none wrote their answers in sentence form. Only one student
attempted the suffixes question, and this student did not select the correct answer.
These results suggest that the four simple machines and the suffixes will need to be
emphasized heavily in the coming lessons.

It should be noted that the students struggled overall with the pre-test. While a pre-test
is necessary for this unit, and for understanding what students know before moving
forward, none of the students had been presented with a pre-test in the ESL classroom
previously, even when starting new units. The concept of pre-test seemed unfamiliar to
them, and they struggled to stay focused and not blurt out during the test. This may
have affected their testing scores for better or for worse, as a result.
Name:____________________ Date:___________________

Listen to the teacher read the questions and answer them as best
you can!

Match the vocabulary to its definition or example:

heavy _______ is May 14th.

kinds the opposite of something
today She _____ to school every day.
against having a lot of weight
goes a group of things that go together

Write 1-sentence to answer the question:

What are the four types of simple machines?
___________________________________
___________________________________
___________________________________

Circle one choice to answer the question:

What does it mean when a word ends with –er and –or?

a. “a person or thing that ____”

b. “full of ____”
c. “in a ____ way”
d. “without ____”
 Anticipated Lesson Outline

Lesson One: Simple Machines Preview

After taking the unit pre-test, the students will be engaged in a vocabulary and concept
preview lesson that will utilize realia, picture-word cards, a picture walk of the anchor
text, and the preview/review vocabulary development strategy to provide them with a
strong basis for understanding and engaging in the content and academic language
both in future lessons within this unit, and within their regular content classrooms. This
lesson, like the rest in this unit, will last only 30 minutes at most.

Lesson Two: Read about Simple Machines

The students will begin this lesson by reviewing the vocabulary and concepts
discovered in the picture walk the day before, and will then listen and follow along as
the teacher reads the anchor text Simple Machines. The students will then complete a
handout that includes a cloze passage summary and an opportunity to draw and label
the four simple machines, in order to reinforce concept and vocabulary understanding.
The students will be given opportunities to retell the information they learned, and to
share their drawings. This lesson, like the rest in this unit, will last only 30 minutes at
most.

Lesson Three: Suffixes: -er and –or

The students will be introduced to two suffix endings used frequently in English via a
classroom discussion and Suffix BINGO game. Students will be encouraged to define
the suffixes –er and –or in English, and to apply this definition in order to read and orally
express the –er and –or words in the BINGO game. Students’ connection to past
learning will be enhanced via an anchor chart at the front of the classroom that includes
both –er/–or and other suffixes that the students have covered in previous weeks. This
lesson, like the rest in this unit, will last only 30 minutes at most.

Lesson Four: Writing about Simple Machines

The students will complete a short writing task in which they will write on the topic of
how simple machines make life easier for humans. After reviewing their learning so far
in the unit, students will write at least three sentences or examples of how simply
machines make our life easier. The focus of this writing will be both on content and on
writing complete sentences with correct capitalization and ending punctuation. After
completing and sharing their writing, students will complete the post-assessment for the
unit. This lesson, like the rest in this unit, will last only 30 minutes at most.
 Materials List

Lesson One:
Online text
Projector and computer hookup
Word-picture cards for vocabulary (attached to lesson)
Realia for 4 simple machines
Whiteboard and markers
Copies of pre-assessment

Lesson Two:
Online text
Copies of handout for each student (attached to lesson)
Picture-word cards for review, if needed
Whiteboard and markers

Lesson Three:
Suffix bingo board games (attached to lesson)
Colored bingo chips
Whiteboard and markers
Suffix anchor chart (picture attached to lesson)

Lesson Four:
Online text (up on screen)
Lined picture paper (attached if none available) and pencils
Whiteboard and markers
Copies of post-assessment
 Lesson Plan 1
Date: 05/14/2018 Grade: 1
Subject: ELA – ESL pullout class Unit/Theme: Simple Machines
Lesson Title: Simple Machines Preview Length: 30 Minutes
Standards: Prior Knowledge:
CCSS.L.1.5.c: Identify real life connections Students will be working with the text
between words and their use. previewed and read in this unit in their regular
CCSS.RI.1.7: Use the illustrations and details content class, but will not have read it or
in a text to describe its key ideas. been introduced to it yet, as the new unit
begins today in their classes. The students
have little prior knowledge of the story or the
vocabulary words. Students will complete a
pre-test at the beginning of this lesson.
Content Objective: Language Objective:
SWBAT recognize and define key vocabulary SWBAT define key vocabulary and discuss
by connecting it to realia and real-life the illustrations in a text in order to predict the
experiences. main idea(s) of the text.
Key Vocabulary: Materials:
heavy simple machines online text
kinds lever projector and computer hookup
today inclined plane word-picture cards for vocabulary
against pulley realia for 4 simple machines
goes axle whiteboard and markers
copies of pre-assessment
SIOP Features

Lesson Preparation Scaffolding Grouping Options

☒Adaptation of Content ☒Modeling ☐Whole Class (N/A)
☒Links to Background ☒Guided Practice ☒Small Groups
☒Links to Past Learning ☒Independent Practice ☒Partners
☒Strategies Incorporated: ☒Comprehensible Input ☐Independent (N/A)
Preview/Review, Picture Walk, Realia
Integration of Processes Application Assessment
☒Reading ☒Hands-On ☒Individual
☐Writing ☒Meaningful ☒Group
☒Speaking ☒Linked to Objectives ☐Written (N/A in this lesson)
☒Listening ☒Promotes Engagement ☒Oral

Anticipatory Set:
1. Write the objectives and success criteria on the board. Prep all materials at the
horseshoe table. Walk down and pick up the students from their classes. Bring them
into the ESL classroom and ask them to sit at the horseshoe table. Have the students
complete the pre-test before beginning the lesson. (5)Collect the pretest and then
begin:
2. Ask students the following questions:
a. What machines do you have in your life/house?
 b. How do they help you?
3. Introduce the students to what we will be learning about today, and read the
objectives, written as I can statements (see attached), aloud with the students, then
briefly cover the success criteria. (3)
Body:
1. Show the students the picture-word cards. Introduce the unit vocabulary: heavy, kind,
today, against, goes. Have the students say each word together and briefly discuss
what the words mean together as a small group. If time, have students think-pair-
share about the meanings of one or more of the words before discussing as a group.
(3)
2. Introduce the concept of simple machines, and explain that there are different types of
machines that don’t have any extra parts, but are tools to help us get the job done.
Present the students with the labeled realia for lever, inclined plane, pulley, and axle.
Ask the students to think about if they have seen any of these in their past experience.
(3)
3. Introduce the story to the students and inform them that we will conduct a quick
picture walk of the story to get us ready for tomorrow. Bring them to the carpet in front
of the projector screen and have them sit down. Tell them to be on the lookout and
give a signal (thumbs up on chest, for example) when they see a type of simple
machine that they recognize or a highlighted vocabulary word. (10)
a. Facilitate the students talking through the pictures, making note of student
responses to what they see and notice about the text’s pictures.
b. Ask students to make predictions about how the tools will be useful to people.
Closure:
1. Bring the students back to the horseshoe table and have them play a quick game of
Heads Up! with the picture-word cards to review the vocabulary and main concepts
covered today.
2. Review the success criteria with the students to determine if the objectives were met
today.
3. Introduce the lesson extension and encourage students to look for simple machines at
home. (5)
Assessment Plan/Grading Criteria:
Students pre-tests will be collected and graded to determine their understanding of the
content prior to beginning the lesson. Students will be informally observed and assessed
formatively regarding their understanding of the vocabulary and types of machines thus far
via the picture walk responses, and the participation in the heads-up game. Students will
receive a pass/fail score on participation in the class activities, based on their overall behavior
(as behavior has been an issue in the past) and their contributions during the discussions and
picture walk. Students understanding of the vocabulary and 4 types of simple machines with
be assessed formally at the end of the unit.
Lesson Extension:
Students will be encouraged to look for simple machines in their classroom and at home. In
tomorrow’s lesson, we will recap and connect to prior learning by giving students a chance to
share any examples they found.
Lesson Reflection:
This lesson could have gone a lot better, but it was my first lesson in the first grade. We were
on a huge time crunch between losing time with the students in transition (other teachers had
them finish work before they were ready, they were struggling to walk in the hallway in a
reasonable manner – all things we would expect with a first grade group at times). Having to
 conduct the pretest was the biggest challenge, and the biggest time consumer as well. The
students do not often take pre-tests in the ESL room, partially because of a lack of adequate
time, and partially because the students are not even given pretests prior to a particular unit
in their Reading Street readers in their general education classrooms, and if they are, that
information is shared with the ESL instructor, typically. The students in both classes struggled
with the pretest, not in the sense that they didn’t know the answers – that was to be expected
– but in the sense that they wanted to do well, and took a great deal of time to try to respond
to questions that they very clearly did not know the answer to. This is something to keep in
mind for the post-test on Thursday, and future unit programs in similar classroom set-ups/time
frames. The lesson beyond the pre-test, went pretty well. The students were mostly engaged,
although we often have some behavior concerns in both groups. The first group had less time
with the realia, and more time with the vocabulary, whereas the second group had more time
with the realia, and far less time with the vocabulary. As such, the vocabulary will need a
much stronger emphasis in tomorrow’s lesson, especially for the second group. The realia
portion kept the students engaged and thinking about the overall concepts, whereas the
vocabulary discussion could have been better incorporated in the picture walk in order to help
the students progress through all of the lesson concepts. In the future, I would rewrite this
lesson to focus on vocabulary while simultaneously conducting the picture walk, and to
continue to use the realia to support students’ understanding of the larger concepts. Outside
of the aforementioned and explained time crunch on this lesson, the students did quite well
and seemed to be understanding the 4 types of simple machines. Tomorrow’s lesson will
build on this beginning lessons content further, and will emphasize the four simple machines
further – I am excited to see how this goes.
Appendix A: I can statements and success criteria for whiteboard.
Content Target: I can connect new vocabulary to my own experiences and real-life items.
Success Criteria: view realia and match it with vocabulary words. Explain how at least 1 word is
connects to your own experience.
Language Target: I can make predictions about a story by looking at the pictures.
Success Criteria: Look at the pictures in Simple Machines. Describe what is happening in the
pictures.

Appendix B: Picture-Word Cards

heavy
kind
today
against
goes
 Lesson Plan 2
Date: 05/15/2018 Grade: 1
Subject: ELA – ESL pullout class Unit/Theme: Simple Machines
Lesson Title: Read and Summarize Length: 30 Minutes

Standards: Prior Knowledge:

CCSS.RI.1.1: Ask and answer questions Students have completed a picture walk of
about key details in a text. the text Simple Machines and have
CCSS.RI.1.2: Identify the main topic and previewed the vocabulary and larger
retell key details of a text. concepts associated with this unit. Students
have also been exposed to this content and
language in their regular content class.
Content Objective: Language Objective:
SWBAT summarize the text Simple Machines SWBAT listen to the text Simple Machines to
with a partner. determine the 4 main types of simple
machines, and orally summarize the text with
a partner.
Key Vocabulary: Materials:
heavy simple machines online text
kinds lever copies of handout for each student (attached)
today inclined plane picture-word cards for review, if needed
against pulley whiteboard and markers
goes axle
SIOP Features

Lesson Preparation Scaffolding Grouping Options

☒Adaptation of Content
☒Links to Background
☒Links to Past Learning
☒Strategies Incorporated:
Cloze Passages, TPR Storytelling
Integration of Processes
☒Reading
☒Writing
☒Speaking
☒Listening
☒Modeling
☒Guided Practice
☒Independent Practice
☒Comprehensible Input
Application
☒Hands-On
☒Meaningful
☒Linked to Objectives
☒Promotes Engagement
☐Whole Class (N/A)
☒Small Groups
☒Partners
☒Independent
Assessment
☒Individual (formal)
☒Group (informal)
☒Written (formal)
☒Oral (informal)

Anticipatory Set:
1. Write the objectives and success criteria on the board. Prep all materials at the
horseshoe table. Walk down and pick up the students from their classes. Bring them
into the ESL classroom and ask them to sit on the floor in front of the projection
screen.
2. Ask the students about what they learned yesterday and what words they remember
from the activity we did or the book we looked at. Ask them if they found any of the
four simple machines in their own home or in their regular classrooms yesterday, and
allow students to share examples that connect the vocabulary to their own background
and previous learning.
 3. Reintroduce students to the text and ask them to pay attention for vocabulary words
and simple machines. Encourage them to show a thumbs up when they hear or see
the vocabulary words shown on the picture-word cards. Teach the students some
quick symbols for the four simple machines (pulling down on a rope for a pulley, a
slanted arm for an inclined plane, a seesaw motion with arm for a lever, and a steering
wheel for an axle – explain the connection – for example). Model these signals and
when to use them for the students.
Body:
4. Read the story aloud to the students, making note of the vocabulary and simple
machines they display recognition for by using the hand signals. Ask questions along
the way to check for understanding.
5. After reading the story, bring the students back to the horseshoe table and pass out
the handout. Have the students work independently to complete the close paragraph,
and then have them work with partners to retell the main points of the story. Then
have the students draw and label the simple machines.
6. As we are reading, Miss Roe will pull aside students to conduct a CVC word screener.
Closure:
4. Have the students share their drawings and retellings with a partner. After the
students have shared their work with each other, see if the students have any
questions about the simple machines.
5. Review vocabulary with the students by playing a guessing game, if time.
6. Review the success criteria to determine if the objectives were met today.
Assessment Plan/Grading Criteria:
Students will be formally assessed on their completed cloze passages, and their completion
of at least two drawings of the four main concept points (the four simple machines) during
class. Students will receive a pass/fail score on participation in the class activities, based on
their overall behavior (as behavior has been an issue in the past) and their engagement in the
reading of the text, and the partner discussions. Students will be informally assessed via
observation regarding their partner discussions.
Lesson Extension:
If students do not complete the drawings of the simple machines, they can take them home to
complete and return the next day, so that they have ample time to work with these concepts
pictorially.
Lesson Reflection:
This lesson was exponentially more successful than yesterday’s lesson for each of the first
grade groups. Although the third group was much more off-task and struggled to stay focused
both during the reading and while completing the handout, all three groups made it through
the main content of the lesson. Students were not given the chance to take home their
drawing to complete, as the lesson extension suggested because they were unlikely to return
them and grades needed to be recorded for them. The students will be allowed to take them
home tomorrow and bring them back on Thursday with completed pictures and labels in order
for the students to get full credit. In general, the TPR strategy for working with the four simple
machines while reading through the story was helpful to the students – they carried these
movements over into completing the handout and used them to communicate what they
wanted to draw and label when they could not remember the exact name. The students
completed work as well as my observations of the questions they had and the statements
they made while working on the handout, also suggest a strong understanding of the four
types of simple machines. Although their ability to retell orally during class was cut short due
to the lack of time/behavior issues in the last group of the day, the students in the first two
 groups were more focused and were able to accomplish nearly all, if not all, of the handout.
Reading the story and pausing on vocabulary and to ask questions seemed to help the
students make sense of the vocabulary and the story which they have already seen in the
context of their regular classroom;repeated exposure to this material is an important
underpinning in the design of this unit and this lesson in particular, so it was nice to see that
the students were making connections.

Appendix A: I can statements and success criteria

Content Target: I can summarize the text Simple Machines using pictures, with a partner.

Success Criteria: Draw a picture of each type of simple machine. Retell a partner the main
points of the story.

Language Target: I can listen to the text Simple Machines and summarize with a partner.

Success Criteria: Fill in the blanks of a summary. Discuss the text with a partner.
Appendix B: Picture Summary handout

Name: _________________________ Date:_______________________

Complete the sentences using the words in the word bank and then draw
and label each type of simple machine you learned about.

four levers heavy pulleys inclined planes

The informational text Simple Machines told us about ___________ kinds

of simple machines. The four kinds of simple machines are ___________,
___________, axles, and ___________. Simple machines help us lift
___________ things and do different jobs.

Kind of machine: Kind of machine:

Kind of machine: Kind of machine:

 Lesson Plan 3
Date: 05/16/2018 Grade: 1
Subject: ELA – ESL pullout class Unit/Theme: Simple Machines
Lesson Title: Suffixes –er and –or Length: 30 Minutes
Standards: Prior Knowledge:
CCSS.FS.1.3: Know and apply grade-level Students have worked with suffixes prior to
phonics and word analysis in decoding this lesson (specifically: -ly and -ful).
words.
Content Objective: Language Objective:
SWBAT describe the meaning of the suffixes SWBAT read and orally express words that
–er and –or. use the suffixes –er and –or.
Key Vocabulary: Materials:
suffix suffix bingo board games (attached)
-er colored bingo chips
-or whiteboard and markers
suffix anchor chart (picture attached)
SIOP Features

Lesson Preparation Scaffolding Grouping Options

☒Adaptation of Content ☒Modeling ☒Whole Class
☒Links to Background ☒Guided Practice ☒Small Groups
☒Links to Past Learning ☒Independent Practice ☒Partners
☒Strategies Incorporated: ☒Comprehensible Input ☒Independent

Integration of Processes Application Assessment

☒Reading ☒Hands-On ☒Individual
☐Writing ☒Meaningful ☐Group
☒Speaking ☒Linked to Objectives ☐Written
☒Listening ☒Promotes Engagement ☒Oral
Anticipatory Set:
1. Write the objectives and success criteria on the board. Prep all materials at the
horseshoe table. Walk down and pick up the students from their classes. Bring them
into the ESL classroom and ask them to sit at the horseshoe table.
2. Ask the students if they remember what a suffix is or if they remember any suffixes
they learned in the past. Encourage students to give examples and define any they
remember. Point to the anchor chart and remind students of previous learning of other
suffixes.
3. Read the objectives aloud with the students and discuss the success criteria.
4. Introduce the students to the two new suffixes. Talk through the meanings with the
students, and ask them to think of any words they already know that have this ending.
Write their suggestions on the board.
Body:
7. Introduce and model the activity: suffix “BINGO”.
 8. Play the game with the students by reading aloud the definitions in a varied order,
playing close attention to what students select after reading their board, and
encouraging students to say the answer.
9. As students win, provide them with a small sticker as a prize. Play until there is 5about
7 minutes left in class.
Closure:
7. Collect the game boards and quickly quiz the students on their understanding of the
meaning of the suffixes by doing a choral response question and answer that asks
students to say the meaning of a word using the suffix definition (e.g., painter = a
person who paints).
8. Review the success criteria to determine if the objectives were met.
9. Encourage students to find two –er or –or words in their classroom or at home, either
in oral or written English.
Assessment Plan/Grading Criteria:
Students will be formally assessed on their bingo boards as they complete them and after
they have reached bingo to ensure students actually understood the definition of the suffixes
and how to apply them. Students will be informally assessed based on observations of their
Lesson Extension:
Students will be encouraged to find two –er or –or words in their classroom or at home, either
in oral or written English, and to bring these words to share the next day during class.
Lesson Reflection:
This lesson went really well for all three groups today. The first group caught on to the suffix
pattern quickly, and were strong enough readers to find nearly all of the words on the BINGO
chart without additional assistance from each other or myself. The students in the second
group struggled a bit more with finding the words on the BINGO board initially, but they
seemed to understand the definition of the suffix and they were able to use the definition to
put together the whole word for nearly every word I defined during the BINGO game. The said
each word aloud, and seemed confident that they had met the objectives at the end of the
lesson – I was confident of this too, and am looking forward to their post-tests tomorrow. The
third group struggled a bit more with staying focused and on-task, but and activity such as this
with a larger group can come with the chance that students will be overly excited and struggle
to stay focused. As a result we did not make it to every student getting a BINGO and ran out
of time to come back to the objectives. They all protested ending the lesson because they
hadn’t all won a BINGO; I should have used that as a moment to remind them that their
behavior determines how much we are able to do in our lessons, but because I was being
observed and didn’t want to seem as though I was being too harsh on the students, and to
put an end to the complaining, I suggested that all students could still get a small prize (a
sticker or eraser) for playing and finding so many words on their boards, even if they didn’t
get a BINGO. Despite all of this, they seemed to catch onto the definition and the pattern for
these suffixes and seemed capable of both saying and reading the words with these suffixes
by the end of the lesson, and I am equally excited to see how they do on the post-test
tomorrow.
Appendix A: I can statements and success criteria

Content Target: I can describe what –er and –or mean.

Success Criteria: Define at least two –er/-or words using the suffix anchor chart.

Language Target: I can read and say at least 5 words with –er and –or.

Success Criteria: Complete 5 in a row in bingo and read/say all five words.

Appendix B: BINGO Charts

 Suffix BINGO: -er and -or

reader singer quitter banker explorer

sailor painter collector governor actor

conductor firefighter Free Space worker biker

cleaner waiter teacher writer recorder

inventor driver farmer gamer bus rider

 Suffix BINGO: -er and -or

quitter singer conductor painter sailor

inventor worker teacher explorer governor

waiter actor Free Space reader writer

gamer recorder farmer collector cleaner

biker driver bus rider firefighter banker

 Suffix BINGO: -er and -or

recorder painter biker conductor firefighter

gamer driver governor teacher writer

worker waiter Free Space actor reader

quitter banker inventor cleaner bus rider

sailor farmer singer explorer collector

 Suffix BINGO: -er and -or

writer actor explorer waiter farmer

governor painter recorder reader cleaner

bus rider firefighter Free Space biker conductor

inventor driver gamer worker banker

teacher sailor collector quitter singer

 Suffix BINGO: -er and -or

reader waiter cleaner singer recorder

writer banker teacher explorer quitter

gamer driver Free Space painter firefighter

bus rider worker farmer biker sailor

collector governor inventor conductor actor

 Suffix BINGO: -er and -or

driver sailor teacher explorer farmer

bus rider firefighter painter inventor quitter

gamer banker Free Space conductor singer

writer collector reader actor biker

waiter recorder governor worker cleaner

 Lesson Plan 4
Date: 05/17/2018 Grade: 1
Subject: ELA – ESL pullout class Unit/Theme: Simple Machines
Lesson Title: Write about Simple Machines Length: 30 Minutes

Standards: Prior Knowledge:

CCSS.W.1.2: Write informative/explanatory The students have previewed and reviewed
texts in which they name a topic, supply the vocabulary for the unit and the concepts
some facts about the topic, and provide some regarding simple machines. They have
sense of closure. conducted a picture walk as well as read and
CCSS.W.1.5: With guidance and support discussed the anchor text focused on simple
from adults, focus on a topic, respond to machines. The students are now ready to
questions and suggestions from peers, and write about them.
add details to strengthen writing as needed.
Content Objective: Language Objective:
SWBAT write a short paragraph about how SWBAT write at least three reasons (in
simple machines make our lives easier. sentences) why simple machines make our
lives easier.
Key Vocabulary: Materials:
heavy simple machines online text (up on screen)
kinds lever lined picture paper (attached if none
today inclined plane available) and pencils
against pulley whiteboard and markers
goes axle copies of post-assessment
SIOP Features

Lesson Preparation Scaffolding Grouping Options

☒Adaptation of Content ☒Modeling ☒Whole Class
☒Links to Background ☒Guided Practice ☒Small Groups
☒Links to Past Learning ☒Independent Practice ☒Partners
☒Strategies Incorporated ☒Comprehensible Input ☒Independent

Integration of Processes Application Assessment

☒Reading ☒Hands-On ☒Individual
☒Writing ☒Meaningful ☒Group
☒Speaking ☒Linked to Objectives ☒Written
☒Listening ☒Promotes Engagement ☒Oral

Anticipatory Set:
5. Write the objectives and success criteria on the board. Write the word bank on the
board for the students. Include the four types of simple machines with visuals
(attached) and the 5 vocabulary word cards from lesson one. Prep all materials at the
horseshoe table. Walk down and pick up the students from their classes. Bring them
into the ESL classroom and ask them to sit at the horseshoe table.
6. Facilitate a brief discussion with the students about what was learned the previous
day, as well as what they remember about simple machines that we read about the
 other day and they have been learning about in class. Conduct a quick review of what
the four simple machines are.
7. Read the content and language objectives with the students and discuss the success
criteria.
Body:
10. Pass out the lined picture paper to the students and have them write their name. Show
a model of a completed paragraph about the topic “how simple machines make our
lives easier. Number and show the three examples you’ve included.
11. Brainstorm a few other reasons that could be given with the students. Write these
reasons on the board as students suggest them.
12. Then, give the students time to write their paragraph and draw a corresponding picture
to help show their ideas.
Closure:
10. Have the students share some of their writing and collect this to be assessed.
11. Present the students with the post-assessment and explain the test to them, reminding
them of the pre-assessment they took, and explaining that we want to show how much
we have learned since then.
12. Give the students time to take the post-assessment, and then collect these from the
students.
Assessment Plan/Grading Criteria:
Students will be informally assessed on their contributions to the brainstorming part of the
lesson. Students will be formally assessed on their completed paragraphs and on their post-
assessment.
Lesson Extension:
This is the end of the unit, and as such, there is no lesson extension.
Lesson Reflection:
This lesson went rather smoothly, and all of the students were engaged in writing, which was
the main focus of lesson. That being said, not all students met the objective of writing 3
sentences within the time that was given, though many of them did. All students met the
objective of writing complete sentences using a capital letter and period, and the students
seemed to enjoy having a chance to write about what they had been reading about all week.
The movements we learned earlier in the week were very useful during this lesson in
reviewing the material and helping the students remember the four simple machines before
and during the writing activity. In the first group, we completed everything we set out to do,
including the writing activity, the student evaluations, and the post-test. While we complete
the writing and the student evaluations for the other two groups of first graders, not all
students in both groups completed the post-test. One student did not complete the post-test
because he was not taking the test very seriously and was having significant behavior issues
in general throughout the lesson, but for the rest of the students it seemed to simply be a lack
of time. Miss Roe agreed to finish administering the post-test on Friday (the next day) in order
to ensure that all students had ample time to finish. After this data is gathered, it can be
analyzed to determine the extent to which this short unit successfully taught and reinforced
the basic content and language concepts necessary for the students to engage in the content
learning in the regular classroom.

Appendix A: I can statements and success criteria

Content Target: I can write a short paragraph about how simple machines help us.

Success Criteria: Complete at least 3 sentences about how simple machines help us.

Language Target: I can write at least three reasons (in complete sentences).

Success Criteria: Three complete sentences, with a period at the end and a capital letter at the
beginning.
Appendix B: Lined picture paper
Name: __________________________ Date: __________________

____________________________________________________________
________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
____________________________________________________________
Name:____________________ Date:___________________

Listen to the teacher read the questions and answer them as best
you can!

Match the vocabulary to its definition or example:

heavy _______ is May 17th.

kinds the opposite of something
today She _____ to school every day.
against having a lot of weight
goes a group of things that go together

Write 1-sentence to answer the question:

What are the four types of simple machines?
___________________________________
___________________________________
___________________________________

Circle one choice to answer the question:

What does it mean when a word ends with –er and –or?

a. “a person or thing that ____”

b. “full of ____”
c. “in a ____ way”
d. “without ____”
 Unit Reflection

This unit was a different experience from other units I have taught. Given the
nature of the ESL population and the schedule of my host teacher at Sherwood
Elementary, the units are very brief (only one-week long) and they are not typically
taught as “units” in the traditional sense within the pullout setting. Typically, the students
learn the main content and work through a more traditional one- or two-week unit, and
their time in the ESL classroom is spent reinforcing those concepts and the associated
key vocabulary, and providing the students with repeated exposure to the anchor text
and vocabulary through engaging games and storytelling. As such, this unit was a
deviation from the norm for these students: they were not accustomed to taking pre-
and post-assessments and they were not used to conducting picture walks of the
anchor text (as that was a new addition the host teacher made starting the week I
taught my unit).
Because of this, it is no surprise that the students reacted negatively to the pre-
and post-assessments. While they were required components of this unit plan, and are
highly useful in determining student learning and the effectiveness of one’s own
teaching, in this case, they served to distract and frustrate students. Because the
lessons were so short, and there was so little time in general to teach the unit plan
before the end of the school year and the availability of the teacher, the lessons
themselves were already fast-paced. Adding a pre- and post-assessment only
accelerated a timeline already stuffed far too full with content and language learning.
Within this setting, this made it difficult to ensure a full SIOP model was used in every
lesson, not just on paper, but in the delivery of the lessons.
Based on comparisons of the pre-assessments and post-assessments, the
eleven first grade students did learn something overall. Although two students were not
present for the pre-assessment, and two other students refused to take the post-
assessment seriously, the majority of the students showed significant improvement in
their knowledge of the vocabulary words from the unit, the main concept, and the
phonics focus. The average score on the pre-assessment was 25%, and the average
score on the post-assessment was 65%. Accounting for the two students who refused
to complete their post-assessment, despite the host teacher stepping in to ask them to
complete it, the average score on the post assessment was 71%. While this is not a
terribly strong average, I believe the lower scores were a result of feeling a bit rushed
and of not putting in full effort on this assessment because they did not have to try as
hard with the identical pre-assessment.
Typically, I would expect an 85%, or at least an 80%, or higher as a final score
for an individual student to show proficiency in the content. Six of the eleven students
who were present for the final assessment achieved this level or higher. To a large
extent, the fact that the students were not accustomed to this type of assessment
affected their ability to complete the assessment, as well as their final score on the
assessment. Based on my observations of students throughout the unit, and especially
during the final lesson, I would argue that a majority of the students, despite these
scores, actually understood the content and language concepts we had covered a great
deal.
 If I were to improve upon this unit in anyway, it would be the following two
revisions: first, I would either spread the unit out over a few more days in order to
incorporate pre- and post-assessment and to give the students ample time to work.
Then, I would focus on developing a more authentic assessment of this content, such
that students did not feel the pressure of taking a test over the material, but still had a
means through which to demonstrate what they have learned. However, given the
materials I had to work with, and the amount of time I had to both prepare and to
actually teach the lessons, I think this unit was well-conducted overall.