Assignment #4 Academic assignment

Course type: English language institute for elementary students program
Grade level: 2nd - 3th grade in EFL
ELD level: Intermediate ELD level

Objectives:
1. Student will be able to make a list of items related to life in the country and what they know.
2. Student will be able to break a list in different categories and consolidate.
3. Student will write narrative essays and present in front of all class.

ESL Standards:
Goal 1: To use English to communicate in social settings
Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.
Standard 3: Students will use learning strategies to extend their communicative competence.
Goal 2: To use English to achieve academically in all content areas
Standard 1: Students will use English to interact in the classroom.
Indicator: Share classroom materials and work successfully with a partnerStandard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.
Indicator: Gather and organize the appropriate materials needed to complete a task
Duration: 50 min.

Materials/Equipment:
· Country Life and City Life Books, (such as Social Studies texts, Encyclopedias, books about large cities, rural areas, etc.). Examples might include countryside pictures, farms, towns, crops, livestock, Appalachian children, Amish, city parks, activities, subways, roads, traffic, buildings, etc.
· Magazines, such as National Geographic, Life, Outdoors, Country Living, Rural Missouri, etc.
· Posters/Pictures depicting City and Country Life
· Butcher Paper
· Drawing paper Drawing and coloring media (crayons, markers, etc.)
· KWL Form (What do I Know?, What do I Want to know? What did I Learn)
Peer-Assessment Rubric
Evaluation Rubric

Warm-up:
Begin a class discussion by showing posters/pictures depicting both Country and City Life and asking students what these represent or mean to them.

Task chain 1. Make a list
1. Divide students into groups of 3 or 4. Give students a few minutes to make a list of items related to life in the city and what they know. Next, ask students to make a list of items related to life in the country and what they know.
2. Teacher makes a divided list on the board or on butcher paper with headings of Country and City. Students contribute to the category of each list beginning with Country.

Task chain 2 Break into categories and consolidate
1. The teacher and students then break the list into different categories. This is based on the items provided by students. In groups, students create a list of what they want to know about country and city life.
2. The students list is broken down into people, places, and things. Students are given an area of interest and research the topic using books and other resources provided. The teacher and students create an outline of what is expected from each group. This information is consolidated in individual groups and students present their findings to the class in a teacher and student decided format.

Task chain 3 Make a poster
1. Students individually make a list of what they have learned. Next, students will create a picture ( in their choice of mediums) of a country or city scene with a narrative of what is happening in the scene. This poster should represent what students have learned from the information presented.
2. Students voluntarily share their narrative writing with the class. All writing work is posted in the room or outside the room under the title "City and Country Life".

Summative Assessment:
Grading each student’s work using the Assessment Rubric.
2 points/each section in KWL sheet.
(See Assessment Rubric)

Formative assessment:
1. The instructor uses the specific sections of the Assessment Rubric to grade each student’s works (see Rubric for grading).2. The instuctor adds the score of peer-assessment on the final assessment.