FEAP+&+ESOL+Charts

FEAPS || Lesson One || Lesson Two || Lesson Three || Lesson Four || Lesson Five || 4.2 Designs activities that develop all PK-12 student's critical and creative thinking || Discussion, brainstorming, and reflective sentences || Work on basic math skills in the context of poetry; interesting activity || Use of creative haiku composition || Interpretation of sonnet into modern day language ||

--- || 8.3 Connects subject matter to students’ background knowledge and what students are learning in other courses/disciplines ||

--- || Connects poetry to computational skills they are learning in other classes ||

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--- || Direct connection to history classes through historical songs || 8.4 Expands knowledge of subject matter by actively seeking resources to support content || Inclusion of song and the way it ties in to poetry ||

--- || Encourages students to utilize their cultural backgrounds in creation of haiku || Allows students to use pop culture references to modernize poem ||

--- || 11.2 Uses effective and democratic communication techniques for use with colleagues, school or community specialists, administrators, and families, including families whose home language is not English ||

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--- || Encourages students to engage their parents and community for information about their feelings toward war, etc. || 12.1 Knows how to use a variety of technologies and knows the principles that guide the effective use of technologies to enhance instruction … || Inclusion of the song as a resource; showing students they can do the same ||

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--- || Utilizes computer research and safety for student presentations of songs ||

ESOL Competencies || Lesson One || Lesson Two || Lesson Three || Lesson Four || Lesson Five || ESOL 2 Recognize the major differences and similarities among different cultural groups in the United States. ||

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--- || Comparison between war songs/poems in different cultures || ESOL 3 Identify, expose, and re-examine cultural stereotype relating to LEP and non-LEP students. ||

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--- || Students will examine origin and history of haiku ||

--- || Inclusion of native poetry and songs, especially examining POV || ESOL 8 Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing… || Reading, listening to song, speaking in discussing and brainstorming, and writing as analysis ||

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--- || Modernization of poem and presentation of poem to class ||

--- || ESOL 10 Analyze student language and determine appropriate instructional strategies using knowledge of phonology morphology, syntax, semantics, and discourse. ||

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--- || Close reading of sonnet structure, including syntax, semantics, etc. ||

--- || ESOL 12 Apply content-based ESOL approaches to instruction. ||

--- || The use of math in this lesson will be used on a level familiar to ESOL kids ||

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--- || History class will be a resource as students research their song || ESOL 19 Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. ||

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--- || Students will be graded on in-class presentations, not a written test for this segment ||

I'm also sending an email with these to Jess C because it looks nicer in word than on here. If anyone has any issues let me know as soon as you can, 'cause I'm done, baby, done. Mad love yo.

Kel