Laura Anne Martin

ESL Social Studies Lesson:

Focus on I.S.P Nation’s Four Strands of Balanced Literacy

The Ohio State University

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Table of Contents

Introduction to Lesson Plan ........................................................................................................... 3

References .................................................................................................................................... 6

Lesson Plan ................................................................................................................................... 7

PowerPoint Slides ......................................................................................................................... 13

Language Learning Student Handout............................................................................................. 16

Legislative Branch Jigsaw Student Handout .................................................................................. 18

Executive Branch Jigsaw Student Handout .................................................................................... 19

Judicial Branch Jigsaw Student Handout ....................................................................................... 20

Branches of Government Graphic Organizer ................................................................................. 21

Exit Ticket .................................................................................................................................... 22

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Introduction

In Teaching ESL/EFL Reading and Writing, author I.S. P Nation (2009) recommends that

teachers utilize the “four strands” framework, which involves incorporating an equal balance of

meaning-focused input, meaning-focused output, language-focused learning, and fluency

development in course instruction. By balancing the focus equally among these four strands,

Nation (2009) asserts that students will develop and progress in all four language domains—

reading, writing, speaking, and listening

The following lesson, intended for a 4th-grade ESL Social Studies class, has been

designed to incorporate each of Nation’s four strands in one 60-minute lesson.

The language-focused learning strand occurs in the first module of this ESL Social

Studies class. Having a modular organization, the first portion of each class period is devoted to

a language lesson of the day. In the included lesson, students learn about homographs. After

learning the definition of a homograph, students use pictorial clues to decipher the meanings of

several pairs of homographs. Throughout the lesson, the teacher facilitates learning by drawing

students’ attention to the definitions, pronunciations, and usages of various new vocabulary

words. Nation (2009) would classify this as a language-focused learning activity, as it requires

learners to study grammar, pay attention to language features, and intentionally learn new

vocabulary words.

The conclusion of the language lesson addresses Nation’s (2009) guiding question of,

“Does today’s work help the learners deal with tomorrow’s task?” by requiring students to

discuss beneficial reading strategies they can utilize when they need to interpret the meanings of

unknown words. Thus, not only does this language module equip students with a basic

knowledge of homographs; it also reinforces the reading strategy of using context to determine a

word’s meaning (whether it is a homograph or not).

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The meaning-focused input strand of this lesson occurs in two different activities. First,

the teacher provides meaning-focused input through the opening direct instruction about the

three branches of government. As she instructs the class, the teacher uses simple language (with

the exception of content-specific words) and provides additional support through visual aids.

Students focus on acquiring meaning through listening. After the introduction to the lesson from

the teacher, students then participate in another meaning-focused input activity: the jigsaw

activity. In this exercise, students read a short passage about one of the three branches of

government. As they read, their attention is on the meaning of the text. Few language features

are used in the text that are outside of their proficiency levels. Nation (2009) would classify these

two activities as meaning-focused input activities because they require students to attend to

meaning while listening to instruction and reading meaningful text—without paying deliberate

attention to language features used.

The meaning-focused output strand of this lesson occurs in two different activities. In this

lesson, students become an “expert” on a particular branch of the government (through the

aforementioned meaning-focused input activity). They then share their knowledge with their

classmates. When the students rotate between four groups, sharing information orally about one

branch of the government, they produce meaning-focused output. After the jigsaw activity is

complete, students participate in another meaning-focused output activity, in which they share

their knowledge with the whole class (through teacher-led discussion) in order to complete a

graphic organizer. In this way, students produce meaning-focused output orally (by responding

to the teacher’s questions and providing information orally) and in written form (by completing

the graphic organizer). Nation (2009) would classify these elements of the lesson as meaning-

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focused output activities because students have the opportunity to speak and write in order to

demonstrate their understanding with a primary focus on meaning instead of language features.

Finally, Nation’s (2009) fourth strand, fluency development, is incorporated into this

lesson plan through the homework assignment. In this assignment, students use a class website to

practice new vocabulary words and concepts repeatedly through virtual flash cards and games.

Nation (2009) would classify this assignment as belonging to the fluency development strand

because it requires students to increase their speed and comfort level on specific tasks and does

not require them to receive or produce unfamiliar vocabulary.

Although many of the activities in this lesson have been designed to include one specific

strand of balanced literacy, several of them integrate two or more strands. For example, in the

meaning-focused input activity in which the teacher instructs students on the three branches of

government, she makes a connection to the earlier language module by drawing students’

attention to the fact that “branch” is a homonym, thus adding an element of language-focused

learning to this part of the lesson. Also, in the same portion of the lesson, students produce

meaning-focused output as they answer comprehension questions orally to demonstrate

understanding. Likewise, in the jigsaw activity, meaning-focused input and output are integrated,

as one student in each group produces output (describing his/her branch of the government),

while the other two receive input (listening to their peer). This is also true of the whole-class

discussion at the conclusion of the class period. Furthermore, the jigsaw activity also

incorporates an element of fluency development because students share information they know

about a particular branch of government four different times under a time constraint, each time

using their notes for less support that the previous round.

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References

Nation. I.S.P (2009). Teaching ESL/EFL reading and writing. New York: Cambridge

University Press.

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Standards Addressed in this Lesson:

Ohio LEP Standards (“Blue Book”)

1.4 Comprehend the meaning of academic and/or specialized vocabulary when spoken.

2.1 Speak fluently, using clear pronunciation and with appropriate intonation and stress.

3.1 Demonstrate reading strategies.

3.2 Identify the meaning of written vocabulary.

3.3 Read with comprehension.

TESOL PreK-12 English Language Proficiency Standards

Standard 5: English language learners communicate information, ideas, and concepts necessary

for academic success in the area of social studies.

Ohio’s New Standards for Grade 4 Social Studies:

Government Strand; Content Statement #21. The Ohio Constitution and the U.S. Constitution

separate the major responsibilities of government among three branches.

Objectives:

Students will be able to recite the definition of a homograph.

Students will be able to identify 10 pairs of homographs and, with support, will be able to

pronounce each word correctly.

Students will discuss the reading strategy of using context to deduce the definition of a word.

Students will be able to explain orally the key responsibilities of one branch of government.

Students will complete a graphic organizer that describes the basic duties and functions of the

three branches of government in the United States.

Prerequisite Learning:

Students have already begun a unit on the U.S. Constitution. They understand the basic history of

the Constitution and the purposes of it.

Resources:

PowerPoint Presentation about 3 Branches of Government

PPT Projector

Elmo Projector

Handouts about Each of 3 Branches of Government (printed on 3 separate colors of paper)

Graphic Organizer Handout

Homograph Handout

Exit Ticket

Quizlet website with pre-loaded flash cards: http://quizlet.com/laura_martin3

Name: Laura Martin School: U.S. Elementary School

Class: 4th grade ESL Social Studies Proficiency Level: Intermediate

Topic: The 3 Branches of Government Number of Students: 18

Time: 60 minutes

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Language Focus of the Day: Homographs (10 Minutes)

For the first module of class (a 10-minute language lesson), students will learn about

homographs. Pass out the homographs worksheet and go through it with the students.

Teach students the definition of a “homograph.” Once students understand the definition

of a homograph and have written the vocabulary word in the appropriate location on their

handout, ask if they have a similar concept in their L1s. Look for connections and

comparisons between languages.

Put a copy of the worksheet on the Elmo projector. As we go along, write the correct

answers on the projector as students tell them to me in order to provide support for visual

learners.

Go through each example on the worksheet. Try to solicit volunteers for any question

possible. If students cannot produce the correct word, tell (and show) them the correct

answer.

Emphasize the various pronunciations and meanings of each pair of homographs.

After we have discussed several examples of homographs, ask students, “If homographs

look exactly the same, how do you know which meaning to use?” Scaffold discussion to

get students to talk about the strategy of using context to determine the meaning of a

word.

Ask students the concluding question: “How can you use what you learned today in one

of your classes tomorrow?” (Students may talk about various definitions of homonyms,

but also scaffold discussion until they talk about using the strategy of deciphering

meaning through context as a strategy for any/all reading they do).

Social Studies Lesson Hook (5 minutes)

Transition from Language Module to Social Studies Module.

Tell Class: Everyone close your eyes. Now, imagine that you are in school with a new

teacher. The new teachers tells you that your class is going to get new class rules. First,

you feel excited. Then, she tells you that one student in the class will get to make all of

the rules and that he can do anything he wants. That student makes many new rules. He

says that everyone has to give him their lunch money every day. He says that you will

only study Science every day because he hates all of the other subjects. He says that only

boys can have recess and that the girls have to stay inside and do extra homework. Okay,

now…open your eyes.

Ask class these questions:

How would you feel if that really happened?

Why is it bad for one person to make all of the rules? What problems does it cause?

Is there a better solution?

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Direct Instruction (10 minutes)

Make a connection between the “hook” and today’s lesson by telling students:

o The writers of our Constitution knew that it was bad if one person or group of

people had all of the power. We have already learned about the problems that the

colonists had when their leader was the King of England.

o However, they also knew that the government needed enough power to make sure

that people obeyed the laws and that the country was run smoothly. If there were

no laws, then there would be a lot of problems in the country. Everyone would do

whatever they wanted all of the time and things could get very bad.

Ask: How do you think they solved this problem? Do you have any ideas?

Using a PPT and projector to provide visual support, explain to students the

concept of the 3 branches of government:

o The writers of the colonists decided that it was a good idea to have a strong

government so that people followed the rules. But, they decided to divide the

power of government (use body language to give a gesture for “divide”) so that

one person or group of people did not have all of the power.

o They did this by dividing or splitting our government into three “branches.”

(Show picture on PPT that demonstrates the concept of the government being

divided into 3 pieces).

o Ask/Tell Students:

Have you ever heard the word “branch” before? What does it mean?

Here, “branches” is another way of saying “parts” of government. If we

know that these two words---tree branches and branches of government—

have the same spelling but a different meaning—what kind of word are

they?

o Have students go back to language module handout and add “branch” to their list

of homographs.

o Tell students: Just like a tree has branches, our government does, too. Each

branch has different responsibilities and duties. This helps to make sure that one

person or group of people does not have too much power. It is a way of protecting

the people in the United States.

o Giving each branch different jobs is called “separation of powers.”

o The three branches of government in the United States have special names. They

are: The Legislative Branch; The Judicial Branch; and The Executive Branch.

(Say and repeat the names of each to practice pronunciation)

o Today, we are going to learn about these three branches and talk about the jobs of

each branch.

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Guided Instruction (7-10 minutes)

Students will participate in a “jigsaw” activity in which they each learn about one branch

of the government and then practice sharing the information they learned with other

students who became “experts” of another branch.

Divide the class into three groups by having them count off by threes. Students should

move to a new seat so that they are sitting in a section of the room with people from their

group. Assign each group a color (red, blue, white); the color will relate to the color of

paper they get for the activity.

Pass out a “jigsaw” paper to each student based on his/her group. One group will be the

“Legislative Group,” one group will be the “Executive Group” and another will be the

“Judicial Group.” The papers for each group are color-coded, with each group

represented by a different color (legislative handouts are red; executive handouts are

blue; judicial handouts are white).

Once they are in groups, instruct students to read the passage on his/her paper. Their goal

is to read the passage and then write the answers to the questions at the bottom of the

page. They should learn enough about their branch so that they become the “expert” of

that branch. Inform them that they will have to share the knowledge they learn with

classmates from the other groups. Students may work with partners if desired.

Group Learning (10-12 minutes)

After all students have completed their handouts, tell them that they are going to share

their knowledge with people from other groups. Inform them that this activity will help

learn the information well, to practice speaking and listening, and to develop fluency.

When it is time to form groups, they will hear me say, “3…2…1… switch!”. Then, they

have 20 seconds to move around the room and make a group that has one person from

each color in it. When it is time to talk and share information, they will hear me say,

“Share!”

o Tell them that they are going to work in four different groups and share the same

information each time. They should bring their papers with them as they move

around the classroom (Their papers will help them identify people in other

groups/color and will also be useful as a reference). They can use their notes to

help them, but every time they get with a new group, they should use their notes

less. On the PPT screen, show students the number of times they are allowed to

look at their notes for each “switch” (I will also remind them of this during the

activity).

Practice forming groups. Do this 2-3 times until students understand the concept that they

need to have a total of three people in it, and each group must have representatives from

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all three colors. Students should not move into new groups until they hear me say,

“3…2…1… Switch!” Then, they have 20 seconds to create a new group.

When they understand how to form groups, tell the students that the next time they

switch, it is “for real.” When they get with their groups, students should wait for me to

say, “Share!” Then, students in each group should take turns sharing their knowledge

about the branches of government. Each person must share with the other two the key

facts that they wrote down at the bottom of their own paper. For the first exchange,

students may look at their notes as much as they want to help them as they speak.

Do first jigsaw exchange. Walk around the room and make sure all students are

participating. Each group should have all 3people exchanging information. Students do

not need to write anything, but should just be practicing listening and speaking.

After about 3 minutes, have the groups switch for round two. They must form new groups

of three. Indicate it is time to switch by saying, “3….2…1… switch!” They will repeat

the activity, describing the main duties of branch of government again. This time, tell

them that they may only look at their notes to help them two times. They should not

starting sharing information until I say, “Share!”

After 2 minutes, have the groups switch for round three. Indicate to them that it is time to

switch by saying, “3…2…1… switch!” They will form new groups again and repeat the

activity. On the third exchange, students should only look at their notes one time. They

should focus on speaking clearly and fluently.

After another 2 minutes, the groups will switch for round four. Indicate to them that it is

time to switch by saying, “3…2…1… switch!” They must form new groups and repeat

the activity a fourth time. This time, students may not look at their notes at all but should

practice retelling the information fluently without assistance from their notes.

Whole Class Activity/Guided Discussion: (10 minutes)

Have students return to their assigned seats. Pass out graphic organizer handout.

Now that each student is an “expert” on one branch of government and has heard

information repeated about the other two branches four times, we will come together as a

class to review this information and put it together in graphic form.

Put a copy of the graphic organizer up on the Elmo projector. Ask for volunteers from

each specific group to provide the correct information. Confirm with others from the

same group if the student is correct or if their answer should be modified/elaborated on.

Write the answer in the appropriate space of the graphic organizer and have all students

copy down the correct information onto their personal graphic organizers. Do this for all

three branches of the government. While students are writing, walk around the class and

make sure that everyone has the appropriate information written down in each box.

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Closure (5 minutes)

Ask students the following oral comprehension/extension questions:

o What is the main job of the legislative branch of government? Executive? Judicial?

o Which branch of government does President Barack Obama work for?

o What is something that all three branches of government have in common?

o If you could work on any of the branches of government, which would you choose

to work for? Why?

Ask if students have any questions about the lesson. Collect jigsaw handouts.

Assign homework (Quizlet practice).

Have students fill out exit ticket before they leave.

Assessment

Students will be assessed through:

(a) anecdotal information as I observe their interactions in the jigsaw activity;

(b) their jigsaw handouts, which I will collect at the end of class to make sure that each

person has correctly answered the questions about their branch of the government;

(c) their graphic organizers, which I will “spot check” as I walk around the class, ensuring

that all students have completely filled out the appropriate information;

(d) their answers to comprehension questions at the end of the lesson;

(e) the information they provide on their exit ticket at the end of class.

Homework For homework, students should go to the class Quizlet site to practice key concepts with flash

cards and virtual games. Spend 10 minutes on flash cards and then 10 minutes on either the

“Scatter” or “Space Race” game.

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PowerPoint Slides for Lesson

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Language Lesson

__ __ __ __ __ __ __ __ __ __ are words that have the same

spellings but different meanings and/or pronunciations.

There are many homographs in English. Look at the sentences below each

picture and try to guess some of the homographs!

On Friday, John and

Alicia went on a

__________ to the

movie theater.

Today’s __________

is April 30, 2013.

The baseball player used

a __________ to hit

the ball.

The __________ likes to

sleep during the day and

he is active at night when

it is dark outside.

When I was little, I

__________ The Cat in the Hat.

Next month, I want

to__________ a

Twilight book.

__________ you come

to my birthday party on

Friday?

I like to drink soda from a

__________.

Name: ____________________________

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I think that Jasmine is

popular because she

always wears

__________ clothes.

You should wear a

jacket today because

it is a little

__________ outside.

My dad can hunt with a

__________ and arrow.

My sister always wears a

__________ in her hair.

I knew she was sad

because I saw a

__________ in her

eye.

Sometimes in school, I

have to __________a

piece of paper and

share it with a friend.

The elephant drinks

water from his big

__________.

After we go shopping, my

mom puts the groceries in

the __________ of our

car.

I live very

__________ to my

best friend.

My mother tells me to

__________ the door

when I leave the

house.

Usain Bolt is a very

__________ runner.

During Ramadan, Abdi will

__________ for one

month.

If homographs look exactly the same, how do you know which meaning to use?

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Name:

Date:

Directions: Read the passage below about the executive branch. Then, answer the

questions at the bottom of the page.

Learn as much information as you can about this branch of government! Later, you

will teach your classmates what you learn.

Legislative Branch of Government

One of the three branches of government is called the legislative

branch.

The people in the legislative branch work in Congress. Congress has two

parts—the Senate and the House of Representatives. There are 100

senators in the Senate and 435 representatives in the House of

Representatives. They work in Washington, D.C.

The most important responsibility of the legislative branch is to make

and pass laws.

Questions:

1. Who works for the legislative branch of government?

2. Where do they work?

3. What is the job of the legislative branch of government?

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Name:

Date:

Directions: Read the passage below about the executive branch. Then, answer the

questions at the bottom of the page.

Learn as much information as you can about this branch of government! Later, you

will teach your classmates what you learn.

Executive Branch of Government

One of the three branches of government is called the executive

branch.

The leader of the executive branch of government is the President of

the United States. Today, the President of the United States is

Barack Obama. He lives and works in Washington, D.C. The Vice

President, Presidential Cabinet, and armed forces are also part of the

executive branch of government.

The most important duty of the executive branch is to carry out and

enforce laws.

Questions:

1. Who works for the executive branch of government?

2. Where do they work?

3. What is the job of the executive branch of government?

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Name:

Date:

Directions: Read the passage below about the executive branch. Then, answer the

questions at the bottom of the page.

Learn as much information as you can about this branch of government! Later, you

will teach your classmates what you learn.

Judicial Branch of Government

One of the three branches of government is called the judicial branch.

The people that are in the judicial branch work for the courts in the

United States. The leader of the judicial branch is the Supreme Court.

Judges in the Supreme Court work in Washington, D.C.

The most important duty of the judicial branch is to explain the

meaning of the U.S. Constitution and decide if a law follows the

Constitution.

Questions:

1. Who works for the judicial branch of government?

2. Where do they work?

3. What is the job of the judicial branch of government?

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Legislative Branch Executive Branch Judicial Branch

Who is in it?

What are their most

important jobs?

Where do they

work?

Name: ____________________________

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Exit Ticket

1. Finish the sentence.

Today, I learned that…

_________________________________________________________

_________________________________________________________.

2. Circle the choice that tells how much you understood of today’s lesson.

I understood…

all of

…today’s lesson. most of

a little bit of

none of

3. Write a question for Mrs. Martin.

_________________________________________________________?

4. Have a great day!

Exit Ticket

1. Finish the sentence.

Today, I learned that…

_________________________________________________________

_________________________________________________________.

2. Circle the choice that tells how much you understood of today’s lesson.

I understood…

all of

…today’s lesson. most of

a little bit of

none of

3. Write a question for Mrs. Martin.

_________________________________________________________?

4. Have a great day!