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Lesson: Creating a COVID-19 Public Awareness Campaign

Grade Level: 10

Subject: Biology

Translanguaging Objectives: 

1. Students will use their oral and written English and Spanish to discuss the best ways to communicate COVID-19 issues to their peers, teachers, and the public.

1. Students will generate bilingual texts in brochure and poster form while explaining their use of Spanish and English words, grammar, etc.

Language Objectives:

1. Students in brainstorm in Spanish and English both orally and in written form the sentences, descriptions, and visuals to best communicate COVID-19 issues with varying people

1. Students will use suitable content-area vocabulary in English and Spanish

1. Students will create non-fiction texts in English and Spanish using proper grammar, syntax, and word choice

Resources:

1. Laptops, poster board, markers, scissors, iPads, bilingual dictionaries, Internet, language journals, pencils, pens, tape, paper, YouTube, other ads/posters/brochures in Spanish and English about COVID-19

Introduction:

1. Teacher shows the students interesting COVID-19 brochures, ads, and posters in English and Spanish

1. Students are asked why certain images, words, terms, etc. were used in each item

1. The teacher may ask questions like:

2. Why does this ad in Spanish use different images or phrases rather than the phrases or images that the English ads do?

2. What words used in either English or Spanish do you think are the most important in this brochure or poster?

2. Additional questions will be asked depending on time

Activity Part 1:

1. Students will be separated into groups with students of differing language abilities

1. Students will be given materials like poster board, markers, computers, etc.

1. The teacher will explain to students their activity, which will be creating brochures and posters about COVID-19 and COVID-19 prevention methods in English and Spanish

1. Each group will be tasked at creating a brochure and a poster, one must be in English and one in Spanish

1. Next, students will brainstorm in Spanish and English both orally and in written form sentences, syntax, descriptions, and visuals to communicate COVID-19 issues with varying people

1. Students will use their language journals, other ads/posters/brochures in Spanish and English about COVID-19, the Internet, and iPads or laptops to discuss orally, then generate lists of words, phrases, and visuals they could use in their brochures or posters

1. Then, the students will create the brochures and posters in Spanish and English

1. Students will visit other groups in the class and provide or ask for feedback about their created materials 

Activity Part 2:

1. After the teacher approves each poster, the students will copy the brochure/posters to post them around the school, post pictures of the poster on blogs, the school website, and Facebook pages, and distribute them to members of public via school events or visiting public places

1. The students will engage in English and Spanish with their peers, other teachers, parents, and members of the public about their posters and brochures

1. Students will respond in English and Spanish to social media posts, comments on blogs, and orally discuss them with people

Conclusion:

1. For homework, students will continue to engage online or in-person with people about COVID-19 while they share their content knowledge in Spanish and English 

1. Students will keep track of new words, phrases, etc. they encounter in their language journals to discuss later in class

1) How does the lesson design incorporate translanguaging in purposeful and strategic ways? This means that translanguaging is being used not to simply translate from one language to another and ensure that everyone understands, but to connect students to the content they are learning and the target language they are developing.    

1. Students are incorporating translanguaging to apply what they have learned throughout their unit about COVID-19. Students are experiencing COVID-19 in real-life and they have seen other ads, brochures, signs, speeches, etc. discussing COVID-19 and COVID-19 precautions. Often though, it is likely that the students mainly see these in English. By creating brochures and posters in English and Spanish, students are learning to translanguate fluently and practice their word choice, etc. based on the languages. Further, by engaging with the public, their peers, and teachers the students are practicing comprehension and engagement skills. Students will have to use varying linguistic levels and languages, depending on who and where they are talking. Students are engaging outside of the classroom and school as well, which is critical for them to build confidence and real-life experience using both languages. Students will always need to consider their word choice, linguistic level, and even culture when creating brochures and posters as well as when talking with individuals online or in-person. 

 

2)  Are translanguaging objectives directly related to content learning and demonstration of learning?

1. Micro lesson #3 allows students to apply what they have learned about COVID-19 over the larger unit. Earlier, students learned about how the COVID-19 viruses works, what measures are been taken to prevent it, and why those measures are effective. Students are then being asked to create posters and brochures that demonstrate their knowledge of COVID-19 and COVID-19 prevention measures. Students are able to integrate their written and oral Spanish and English language skills when completing their lesson assignments. In general, translanguaging objectives should always be related to both content learning and demonstration of learning. Even if students are in a class outside of language class, translanguaging allows students to apply their language skills to other subject content learning. By doing this in a class like science, students can practice integrating languages fluidly, learn other types of vocabulary, and practice their comprehension and engagement. 

 

3) Which translanguaging pedagogical strategies from chapter seven are utilized and how do they support comprehension, engagement, and use of target language?

 

1. This micro lesson mainly focuses on translanguaging to implementar pedagogical strategies.The students are sharing their writing to various sources like the school’s website, Facebook pages, local blogs, and within the school. Additionally, they have been asked to communicate with members of the public, their peers, and other teachers about the posters and brochures they created. Both of these help the students engage with various people in both Spanish and English. When they read other people’s comments on social media or hear them aloud, they must comprehend what is being said to them and respond in the appropriate language. Students were also asked to post their posters at the school and hand out brochures during school events to raise awareness. This allows for students to interact with people with varying language abilities. Students were asked to take the Spanish and English language posters and brochures to churches, grocery stories, and other public places and discuss their campaign with members of the public. By completing this part of their homework, the students will practice their target language in various places outside the school environment.