PEAR DECK
LESSON TEMPLATE
English Language Learner Edition
NOTE TO TEACHER: SWAP OUT THE PICTURE. TRY UNSPLASH.COM THEN SEND THE PICTURE TO THE BACK. CLICK ON IMAGE - ARRANGE - SEND TO BACK
ADD YOUR LESSON TITLE OR AND OR ESSENTIAL QUESTION
If you want to keep the picture black and white click on your image - Format options - Recolor
CONTENT OBJECTIVES
LANGUAGE OBJECTIVES
Students will be able to _____.
Students will be able to write and then, orally describe _______ providing evidence from _______.
VISUAL PREVIEW OF THE LESSON
Building Background
Essential question:
Other building background SIOP strategies & more
Click here to preview the topic of study
Link the chapter/web link or note the page #s
Add images, charts, photos, icons, etc...
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Complete the KWHL chart based off the objectives and visual preview
What we know
What we want to learn
How will we learn it
What we learned
We will answer this at the end of the lesson
Icons are all from flaticon.com
I type this column in for students
TRUE OR FALSE?
Take a guess
Poll Response
Insert statement here
Create a T/F statement to build background about what students will learn in this lesson
Add an image that correlates with the T/F statement
More idea on how to build background CLICK HERE
Duplicate this slide as needed
WATCH THE VIDEO
01.
02.
03.
Add a sentence frame for students to answer the ______.
Insert question
Insert question
Insert question
Add a sentence frame for students to answer the ______.
Add a sentence frame for students to answer the ______.
and respond to the questions on the next slide
Hyperlink YouTube video for Level 1 Ss to translate CC
To embed a Youtube video to Pear Deck. CLICK HERE to see.
ANSWER THE QUESTIONS
01.
02.
03.
Add a sentence frame for students to answer the ______.
Insert question
Insert question
Insert question
Add a sentence frame for students to answer the ______.
Add a sentence frame for students to answer the ______.
PUT IN ORDER
Add event or sequence
Add event or sequence
Add event or sequence
Add event or sequence
Add event or sequence
MOVE HERE
MOVE HERE
MOVE HERE
MOVE HERE
MOVE HERE
Keep draggables different colors as it makes it easier for the teacher to quickly see incorrect answers and helps students redirect
Where does it belong?
Drag the β to where it belongs
Category 1
Both
WORD OR STATEMENT
Category 2
Duplicate this slide as needed
LISTEN
1 word left over
Click the headphone button
Listen to the passage being read
When you hear the word being said check it off
Teachers add your own voice. This is a premium feature.
| WORD |
| WORD |
| WORD |
| WORD |
| WORD |
| WORD |
| WORD |
SKETCH & TELL
To the left draw your understanding of
___. Then explain what you drew to the right.
Sketch = Draw
Tell = Explain what you drew
This is an EduProtocol strategy. Click here to learn others.
CIRCLE 3 UNKNOWN WORDS
Fluency and English Language Learners
Fluency is a tricky area when it comes to ELL reading instruction. For native English speakers, fluency and reading comprehension often share a strong correlation because fluent readers recognize words and comprehend at the same time.
This is not always the case for ELLs, however. Many ELLs can be deceptively fast and accurate in their reading because they are good readers in their primary language and have strong decoding skills. Yet they may demonstrate little understanding of the text, and hearing the text out loud may not necessarily provide a step towards comprehension as it is likely to do for native speakers (colorincolorado.org).
If called on to share: I drew ______ to show _____.
WORD TRANSLATED
DEFINITION IN ENGLISH
DEFINITION TRANSLATED
OR EXAMPLE
WORD:
PICTURE FOR WORD
Duplicate this slide as needed
For Level 3s+ I have them provide and example
SPIN THE WHEEL
Complete the task you were assigned on the next slide
TEACHERS: Use my wheel or make your own
Word: Protagonist
SPIN THE WHEEL
Complete the task you were assigned
Word: Protagonist
READ THE PASSAGE
Fluency and English Language Learners
Fluency is a tricky area when it comes to ELL reading instruction. For native English speakers, fluency and reading comprehension often share a strong correlation because fluent readers recognize words and comprehend at the same time.
This is not always the case for ELLs, however. Many ELLs can be deceptively fast and accurate in their reading because they are good readers in their primary language and have strong decoding skills. Yet they may demonstrate little understanding of the text, and hearing the text out loud may not necessarily provide a step towards comprehension as it is likely to do for native speakers (colorincolorado.org).
Drag the numbers to where you can find the answers in the text
Document B: New York Times
MAINEβS HULL WILL DECIDE
Divers Will Inspect the Shipβs Hull to Find Out Whether the Explosion Was from the Outside or Inside.
Magazines of War Ships Sometimes Blow Up Because of Too Much Heat Inside β
Hard to Blow Up the Magazine from the Outside.
It has been a busy day for the Navy Department. The war ship Maine was destroyed in Havana Harbor last night. Officials in Washington and Havana have been sending cables all night long. Secretary Long was asked whether he thought this was the work of the enemy. He replied: βI do not. I am influenced by the fact that Captain Sigsbee has not yet reported to the Navy Department. It seems he is waiting to write a full report. So long as he has not made a decision, I certainly cannot. I should think from the signs however, that there was an accident β that the magazine exploded. How that came about I do not know. For the present, at least, no other war ship will be sent to Havana.β Captain Schuley, who knows a great deal about war ships, did not entertain the idea that the Maine had been destroyed on purpose. He said that fires would sometimes start in the coal bunkers, and he told of such a fire on board another war ship that started very close to the magazine. The fire became so hot that the heat blistered the steel wall between the fire and the ammunition before the bunkers and magazine were flooded with water to stop the fire. He did not believe that the Spanish or Cubans in Havana had either the information or the equipment necessary to blow up the magazine, while the Maine was under guard.
Source: New York Times, February 17, 1898.
Highlight in yellow: According to the headline, what happened to the Maine?
Highlight in blue:What evidence does the New York Times include to support its account of the incident?
MISSING WORDS
As children they were never bored because there was always something to ________ on the farm. Every day they would ______ up early and help their parents feed the cows ____ school.
WORD BANK
TYPE IN THE MISSING WORD
Make sure to provide enough space for students to type in the words
ANSWER THE QUESTIONS
01.
02.
03.
04.
Add a sentence frame for students to answer the ______.
Insert question
Insert question
Insert question
Add a sentence frame for students to answer the ______.
Add a sentence frame for students to answer the ______.
Insert question
Add a sentence frame for students to answer the ______.
WHICH DOES NOT BELONG?
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I believe image ___ does not belong because ____.
A
B
C
D
Add images, words, equations, etc...
Add images, words, equations, etc...
Add images, words, equations, etc...
Add images, words, equations, etc...
Bank Failures - In the 1930s over 9,000 banks went out of business. Out of fear people rushed to the banks to withdrawal (take out) their money. Bank deposits (money that people put into the banks) were uninsured at this time. Many banks ran out of money. People who did not get their money out lost their savings. Surviving banks, unsure of the economic future and concerned for their own survival, stopped being as willing to create new loans. Loans are important for the economy because they allow people to buy homes, create new business and more. By not giving out loans the economic situation lead to less and less spending.
THEN RECORD YOURSELF
CLICK TO LISTEN
Teacher note: Add your own audio & flipgrid link
Draw a picture to show your understanding
VOCAB TERM |
VOCAB TERM |
VOCAB TERM |
VOCAB TERM |
VOCAB TERM |
VOCAB TERM |
VOCAB TERM |
Definition | |
Definition | |
Definition | |
Definition | |
Definition | |
Definition | |
Definition | |
MARK THE WHITE BOXES THE CORRESPONDING TERM COLOR
SANDOVALβS CLASSROOM EXAMPLE
Amanda Sandoval
FINANCING THE WAR
DEMONIZE THE ENEMY
CONSERVE RESOURCES
RECRUITMENT
SUPPORT THE WAR
DRAG THE COLORED DOT in the circles to match the message of the poster
Insert essential question here.
ESSENTIAL QUESTION
SENTENCE FRAME
Respond verbally using Flipgrid. Response must include the following terms:
vocab - vocab - vocab -vocab
Add your own Flipgrid link
Can also use breakout rooms or if in class small group discussion in place of Flipgrid.
Sentence frame ideas for teachers.
ROUNDTABLE REFLECTIONS
Sentence frame:
Listen to 2 of your classmates reflections. Summarize ONE of them in the box to the right
(studentβs name) _______ said _____β¦ ADD SENTENCE FRAME FOR STUDENTS
ROUNDTABLE REFLECTIONS
Sentence frame:
Listen to 2 of your classmates reflections. Summarize the SECOND reflection in the box to the right
(studentβs name) _______ said _____β¦ ADD SENTENCE FRAME FOR STUDENTS
What did we learn?
Sentence frame (choose one):
I learned that ____.
I was surprised that ___.
Now I understand ___.
Note to teachers:
The goal of this is template is to hopefully provide a base of ideas and strategies to support your ELs using Pear Deck. Delete and add activities as you see fit.
Make sure to have Immersive Reader turned on in your Pear deck settings.
Video on how to use Immersive Reader (works now in both Instructor paced & Student paced mode).
Even though this template was designed specifically for English Learners the strategies work well with all of my students.
Delete all the notes I left for you. Good luck. β€οΈ