Reading in an ESL class

TABLE OF CONTENTS

Welcome to my class________________________________________________1- 2
ACP Show Case Portfolio___________________________________________ 3- 13
BOPPPS_________________________________________________________14 - 15
Assessment_______________________________________________________16
Rubric___________________________________________________________17
Essay___________________________________________________________ 18-19

ACP Showcase Portfolio

Name: Ivan Tamayo
Discpline: ESL Instructor, Adult Education Lone Star College
Date: 04/06/2019

Table of Contents

• Student Preparation Strategy- Slide 3
• BOPPPS Bridge- Slide 4
• BOPPS Objective- Slide 5
• BOPPS Pre Assment (CAT)- Slide 6
• BOPPS Partipatory Lesson- Slide 7
• Good Questions Bloom –Slides 8
• BOPPS Post Assessment (TECH)- Slide 8
• BOPPS Summary – Slide 9
• Reflection-

Describe student preparation strategy

Students will use the definitions works sheet to collet unfamiliar words of of piece of text

Migrant

Students will use prezzi to show a visual representation of the new vocabulary. Each team will make a
presentation of their vocabulary.

BOPPPS – BRIDGE

• T write the sentence: “Last week I went to the park with my family”
• Display a picture that represents the sentence: “ this is a sketch that represent my sentence,

can you create a sentence for each one of the following pictures?

• Diplay 4 more pictures. After students write their sentences, have a student to read his final
product. Teacher will write on the board students information.

• BLOOM QUESTION (Comprenhension): Demostrating understanding of facts and ideas by
giving a description .

• End with: Today we will be using different strategies to read and understand biographies.

BOPPPS – OBJECTIVES

• Course Student Learning Outcome: Use different strategies to read, understand,
and talk about biographies, including: sketching and main idea.

• Learning Objectives: By the end of this lesson, students will be able to

1) Sketch facts from the paragraph to talk about the information (Comprehnhension)
2) Identify the main idea and supporting details in a paragraph (sketches) (Application)

BOPPPS- PRE-ASSESSMENT

• BRIEF DESCRIPTION

Students will bring to the class vocabulary cards with defenitions that they looked for as homework.
SS will share definitions with their partners and will answer a short quiz using kahoot.

BOPPPS- PARTICIPATORY LESSON

BOPPPS- POST-ASSESSMENT

• Post-assessment: Strudents will be evaluated during the whole lesson, two mayor
grades will be take base on the attached rubric.

• Oral presentations and Reflective Paragraph.
• Estimated time: Embaded in the lesson

BOPPPS- SUMMARY

• Students will read their reflective paragraphs.
• Teacher will show message sent by Jose Hernandez to the class through twitter.

Personal Reflection on My ACP
Experience

 The Adjunct Certification Program made me reflect on three important aspects of
teaching: engagement, step by step instruction delivery, and checking for
understanding.

 The bridge, first component of the BOPPPS, is an initial reflection of how objectives
will be introduced, bringing back previous knowledge to support new outcomes. For
me the bridge is the hook, it is the instructors way of getting the audience’s attention
and provoke curiosity about what is coming.

 The Pre-Assessment or first P of the BOPPPS model, is a great opportunity to gather
first-hand data about where the students are, what expectations they have, and
what possible misconceptions may they have. It is also a good opportunity to
connect with previous knowledge or promote dialogue.

 The second P just blew my mind. As a teacher I always look for a way to put all my
activities together ready to be delivered.

• Questioning is an important piece in my lessons, it is my informal
assessment to check for understanding. In the 3rd P embedded in the
whole process of my lesson, I incorporate questioning and activiteis that
move through all levels of bloom taxonomy.

• The last part of the model is crucial. It is how to close the lesson, or the
summary; it is more than an exit ticket, it is the opportunity to open
curiosity for the students and to put into use what they learned.

BOPPPS LESSON PLAN

COURSE: ESL II Begining High
Lesson Title: Sketch your story

Bridge: T write the sentence: “Last week I went to the park with my family”
Display a picture that represents the sentence: “ this is a sketch that represent my sentence, can you create a sentence for each one of the following pictures?
Diplay 4 more pictures. After students write their sentences, have a student to read his final product. Teacher will write on the board students information.
BLOOM QUESTION (Comprenhension): Demostrating understanding of facts and ideas by giving a description .
End with: Today we will be using different strategies to read and understand biographies.

Estimated time: 10 minutes
Course Student Learning Outcome: Use different strategies to read, understand, and talk about biographies, including: sketching, main idea and scanning.

Learning Objectives: By the end of this lesson, students will be able to
1. Sketch facts from the paragraph to talk about the information (Comprehnhension)
2. Identify the main idea and supporting details in a paragraph (sketches) (Application)

Pre-Assessment: Students will bring to the class vocabulary cards with defenitions that they looked for as homework. SS will share definitions with their
partners and will answer a short quiz using kahoot.

Estimated time: 10 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

5-10 T will divide the class in groups (3 or 4 students ) and Students will scann over the assigned paragraph. A single paragraph of the
minutes distribute a sinlge paragraph of the adapted Students will discuss unfamiliar words. whole story
biography of Jose M Hernandez, former NASA Students will look for the meaning of unfamiliar words using Paper
astronaunt. T will describe the first part of the google or pre vocabulary cards Pen or pencil
excercise Students will prepare a word sheet, where they will write
defenitions for unfamiliar words. (KNOWLEDGE)

60 T will stress the importance of using pictures to Students will read one more time their paragraphs, after Paragraphs

minutes represent unfamiliar words or facts. Show again the disscuss in their teams : what facts can you retell? Using Paper
pictures used as a bridge, say : As we came out with a prezi illustrate the facts of your paragraph- (- Pencils, markers or colors
5- 10 story, now each team is going to sketch their own Comprehension- demostrating understanding of facts and Computers-prezi.com-
minutes paragrphs ideas) Presentations
(per Oral presentations Students will introduce their sketches. After presneting
team) their stories, students will be challenged to use each sketch Journals.
Present the video Jose Hernandez Story –Reaching for to put the events in chronological order . (-Application –
30 the Stars- https://youtu.be/G2b0CJHu4Ko solving problems using acquired knwoledge , facts and rules
minutes Refrective Paragraph in a different way)
After watching the video, studets will go back and put in
order the events of the story; then, they will write a
reflective paragraph answering the following questions

1) What part of the story describe you the best and
why?

2) Why do you think JH never gave up?
(-Evalautaion-presenting and defending opinions by making
judgments)

Post-assessment: Strudents will be evaluated during the whole lesson, two mayor grades will be take base on the attached rubric.
Oral presentations and Reflective Paragrpah.
Estimated time: Embaded in the lesson
Summary:
Students will read their reflective paragraphs.
Teacher will show message sent by Jose Hernandez to the class through twitter.

Estimated time: 15 minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Jose’s Story

1) Where is Jose from?

a) Mexico b) France c) California d) Unknown

2) What job did Jose’s parents do for living? They were _______________

3) When Jose was a kid, he and his family spent _____ months out of the year in ___________,
following the __________________.

4) The narrator said that “at the urging of the second grade teacher the Ananda’s Family settles
in Stockton California”. What does urging mean?
___________________________________________________________________________.

5) In 1972, what event made a profound impression in Jose?

a) Live television broadcast of Apolo 17 b) Live television broadcast of Apolo 19
landing a man on the moon a landing a man on the moon

c) Live television broadcast of Apolo 18 d) Live television broadcast of Apolo 11
a landing a man on the moon a landing a man on the moon

6) What did happen with Jose’s friends?

One ___________________, another _______________, and the other one is still
_______________

7) In 1992 Jose applied for a position to the National Aeronautics and Space Administration.
Did he get the position? ______

8) How many times Jose’s application was rejected? ________

9) Who encourage him to keep going and pursuit his dream to become an astronaut? His
______

10) What year did Jose was finally accepted in the class of astronauts? _______

11) In which year did Jose flight for the first time to the space? ________

12) Now days, What is something that Jose is trying to emphasize among the kids? Through
______________anything is _________________.

13) What is the name of his autobiography? Reaching for the ________

14) Why do you think JH never gave up? ______________________________________

Lone Star College
Adjunct Certification Program

Reflective Essay
Professor Dr. Janie Filoteo

Student 04/05/2019
Ivan Tamayo

Last year during a meeting with our program director I heard about the ACP; immediately, the
idea of getting tools that enhance my performance as a teacher captivated me. From the
beginning, this program opened my eyes; the structure and the learning outcomes fit with my
professional practice. The Adjunct Certification Program made me reflect on three important
aspects of teaching: engagement, step by step instruction delivery, and checking for
understanding. Also, the ACP equipped me with a variety of online resources that may be
adapted to any discipline and lesson.

During the program, we discussed how important is to engage the students in meaningful
lessons. A well-structured lesson, where objectives are clearly defined and embedded in well-
designed activities that support the outcomes, tend to get students attention and promote their
engagement. As we discussed in class, technology, is an important tool for instruction. One
example is incorporating cellphones, to not only catch the student’s attention but also to explore
and bring new and familiar technologies for the students into the class.
I am not a technology person. I grew up with in the paper, pencil and chalkboard era; I had my
first contact with a computer at age of 23, I bought my personal computer at 30, and my first
smart cell phone at 45. Due to that, technology integration has been one of the most challenging
aspects of my profession. However, I can’t be blind to new emerging ideas. I am teaching a new
generation (millennials) and I need to know at least the basics of their language. In this program,
we had discussions on this topic, and I started using some of the ideas for my class. A huge
difference! If I want to reach my students and I want them to learn, I need to incorporate
strategies and tools that really match with their personal experiences and backgrounds. This is
the real challenge in education. In George Couros’ book The Innovator’s Mindset, he instills a
culture of creativity. He states that if we don’t really think about the way we teach, and more
importantly, how both educators and students learn, we will all miss out on the opportunities that
lie in front of us.

When I reflect on how to improve instruction, the model that was presented during the ACP, -
BOPPS- comes to my mind as a powerful tool to track my lessons. The bridge, first component
of the BOPPPS, is an initial reflection of how objectives will be introduced, bringing back
previous knowledge to support new outcomes. For me the bridge is the hook, it is the instructors
way of getting the audience’s attention and provoke curiosity about what is coming. During the
lesson, it is important to check for understanding. If the teacher doesn't stop and reflect on his
teaching, how students learn, and how to create critical thinkers, then the instruction is
ineffective. The Pre-Assessment or first P of the BOPPPS model, is a great opportunity to gather

first-hand data about where the students are, what expectations they have, and what possible
misconceptions may they have. It is also a good opportunity to connect with previous knowledge
or promote dialogue. I like to open my class with a short review of the previous skill, sometimes
I use Kahoot, some others students correct sentences presented on the board and some other
times, they look for unfamiliar words (from the new lesson) in google.

The second P just blew my mind. As a teacher I always look for a way to put all my activities
together ready to be delivered. I found the 2nd P, an easy process to track my lesson. The
simplicity of the layout makes the 2nd P a powerful tool.

Questioning is an important piece in my lessons, it is my informal assessment to check for
understanding. In the 3rd P embedded in the whole process of my lesson, I incorporate
questioning and activiteis that move through all levels of bloom taxonomy. This is a personal
challenge as an instructor of an ESL class where students are at the beginning level of language
acquisition; however, I have enjoyed creating questions and activities that challenge them into
the different blooms. When they answer, they may not be using the proper grammar structure,
but they are trying to apply the skills that they have gotten into their answers. This program gave
me the opportunity of stop and think about this important piece of my instruction, furthermore,
changing the mindset about the quality of my assessments is something that I am taking away
from this program.

The last part of the model is crucial. It is how to close the lesson, or the summary; it is more than
an exit ticket, it is the opportunity to open curiosity for the students and to put into use what they
learned. Also, it is another way to check for understanding and collects data the instructor may
use as for the future.

In summary, in this program, I encountered the most important elements that I am always
looking for in a class, workshop or training: engagement, instruction delivery, and checking for
understanding. The topics of this program fit and give answers to all these areas of education that
impact the quality of instruction. I am always looking for new and better opportunities for my
students, I am always trying to expose them to real-life experiences that promote critical
thinking. This program gave me the tools to navigate into these elements. For further
professional opportunities, I would like to explore more about teaching strategies with different
populations; I teach the English language to students from different countries, and I would like to
develop and expertise the art of teaching to these kinds of learners, especially since I consider
myself an English learner too.

After 14 years in education, I have found it imperative to look for the acquisition of professional
skills to serve ethically, professionally and with social responsibility. Preparation of research-
based programs, resource evaluation and the design of authentic training that meet the needs, not
only of the students but the entire community, are part of the skills I would like to develop. The
Adjunct Certification Program opens a window to help me in this endeavor.