![]() T adds an example of a weather forecast under “Variable”.T adds a picture of a weekly calendar under “Fixed”.T writes the following two words on the board: Fixed and Variable.Explain new terms with familiar vocabulary, images, and demonstrations. ![]() ![]() Ss will first learn the key terms and then practice making a personal budget based on the concepts and terms they have learned. T connects to the language students used in the beginning activity in order to explain the new terms. T creates an opportunity to elicit language and make meaning of the content, and integrate all of the language domain skills. Language Domains: Speaking, Listening, Reading, and Writing Learning Activity: Explicit instruction and practice of key vocabulary T shows this infographic and has Ss describe why they think some of the reasons to budget are important.T elicits responses that will be refined throughout the lesson. T asks Ss why creating a budget is important.T asks Ss what they would need to budget for if they were living on their own.If Ss do not think of the word Budget, T explicitly teaches it and explains that creating a budget helps adults make a plan for costs (both expected and unexpected).T then asks Ss how people plan for their expenses (trying to elicit the word Budget).T provides some images to help generate ideas or to use for a visual word bank for the lesson later. T writes a list on the board as Ss give examples (food, rent/mortgage, medical expenses, etc.).T asks Ss what sort of things adults need to pay for.T asks Ss to generate and convey initial thinking. T posts, explains, and unpacks the content and language objective(s).Budget worksheet from the NC-NET ESL virtual library (see attached files)Ĭontent and Language Learning Plan (T for Teacher, Ss for Students).Flash cards for both categories and expenses (see attached files).Note: This lesson is modified from the original lesson plan created by Next Gen Personal Finance and found here. My home language,my experiences, and my critical thinking skills help me learn about topics and ideas in a new language.Language helps me communicate my ideas and thinking and learn new information.Integrate interpretive (reading, listening, viewing) and expressive (speaking, writing, representing) skills to communicate ideas connected to grade-level content.*See the Proficiency Level Descriptors, pages 210-213 for additional ideas in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12 Essential Knowledge, Skills, and Processes Extensive organization connected to the KLU through multiple and varied connectors.Longer/complex Sentence frame(s) w/ most “sophisticated/rare” Tier 2 connectors.The following are examples of different costs. One might consider budgeting in order to _. Emerging organization connected to the KLU (introduction/openers, conclusion) and multiple connectors.Longer/Compound Sentence frame w/ Tier 2 connectors different from Levels ½.The first step is to make a list of _ and _ costs. Word, phrases, single sentences, or very short texts connected to the KLUĬreating a budget is a benefit because_.Simple Sentence frame w/ common Tier 2 connectors Using modal verbs to help explain (can, might, do, etc.)ĭifferentiated Language Expectation Samples Important, because, as a result, so that, benefit, in order toįixed costs, variable costs, annually, budget, financial, expenses, deduct, an example, weekly, monthly, annually, etc. Generating and conveying initial thinking.įollowing and describing sequences of steps towards making a budget. Language Objectives(s): interpret and construct financial explanations byĮPF.17 The student will demonstrate knowledge of personal financial planning by ![]() #GoOpenVA Tags: ELL/EL/ML/ESL/ELD, English Learner, English Language Learner, WIDA, grade 11, SOL EPF.17, Economics and Personal Finance, developing a personal budget, explanation languageĭeveloping a Personal Budget Content and Language Connections ![]()
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