1. ESL Marc
Teaching
Philosophy McEwan
Lessons
Units 695 Park Ave Apt 2
Assessments Albany, NY 12208
(845) 321-2243
marcmcwn@gmail.co
m
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2. My Teaching
Philosophy
• To teach effectively one needs to get to
know his/her students; Their
strengths, needs, interests, etc.
• Promote independence
wherever/whenever possible
• Collaboration is key; between teachers
and also between students
Home
3. Lessons
• Bugs! (Kindergarten- Intermediate)
• Elements of a Story– Writer’s workshop
(Grades 2-4 Intermediate/Advanced)
• Colombian Exchange (Grade 7
Sheltered US History, Mixed
proficiency)
Home
4. BUGS!
• Students learned about bugs through
multiple modalities including
manipulatives, reading, writing and
speaking
• Students learned or reinforced bug
vocabulary, discussed the verbs
hop, fly, walk and what physical
structures are necessary to complete
those actions, and practiced sentence
writing and letter formation
• Reinforcement of sight words Home
5. BUGS!
Students orally
answered the
questions
• What kind of bug is
this?
• What can it do?
• How do you know?
Bug Manipulatives
Students then matched each
manipulative to its picture on
the worksheet
Home
6. BUGS!
Students
practiced
reading, lette
r formation
and bug
vocabulary
with My Book
of Bug
Words
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7. BUGS!
I read the story Amazing Ants aloud
while the students took turns acting
out the ants actions from the book
using the ant manipulative, so I
could check comprehension
The students wrote sentences
answering the question “What can
ants do?” using their sight words
what, can, and do and they also
drew a picture to correspond with
their sentences Home
8. BUGS! Feedback
In this lesson/activity, Marc did an excellent job of:
• Using every minute of the class period for meaningful
instruction
• Clearly setting the agenda at the beginning of class
• Preparing a lesson with several stimulating parts
focusing on multiple ELA standards
• Capitalizing on high student interest in the topic
• Engaging the student in fluid and focused conversation
• Assisting the development of fine motor (printing) skills
by using a model for reference and providing
appropriately lined spaces on papers for guidance
• Using a variety of materials –
models, pictures, ditto, story book, etc.
• Doing a quick assessment of recall after the story
(Feedback from Clinical Supervisor- Dee Warner)
Home
9. • Students reviewed
the elements of a
story which they had
been learning about
throughout the year
• Students selected a
slip of paper from
each bag and wrote
a story using their
random story
elements
Elements of a story cut-outs from havefunteaching.com
Home
10. Appropriate for multiple
proficiency levels and
ages
2nd grade-
4th grade-
Advanced
Intermediate 3rd grade-
Beginner
Students wrote their stories and gave one another feedback using
a revision checklist as a guide Home
11. This 7th grade mixed proficiency sheltered English
class was starting a unit on the relationship between
the Americas and Europe during early U.S. History
This lesson
served as a
basis for a
conceptual
understanding
of the trade
between
Europe and the
Americas as
well as a
vocabulary
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12. o One side of the room
was designated North
America while the other
was Europe
o Each student received a
sheet of paper with a
good
o Students determined
from which continent
their product originated
and “traded” it with a
student with a product
from the other side
Home
13. Units of Study
• Space (3rd Grade- Beginner)
• Using Your Imagination (1st Grade-
Advanced)
• The Headless Horseman (6th-8th Grade-
Beginner)
Home
14. • Students were exposed to new space
vocabulary and concepts from a number of
non fiction sources including the story The
Night Sky, the mini-vocabulary builder
Space (readinga-z.com) and The New
Oxford Picture Dictionary
• Students had the opportunity to
independently apply their new knowledge
by writing a fictional space story using the
writing process
Home
15. We first read the books as
a group
(Space is a projectable
book from readinga-
z.com)
Home
16. The students then read independently and had the
opportunity to use new vocabulary by contributing to the
Home
17. Students then explored more space
vocabulary independently using The
New Oxford Picture Dictionary…
…and defined their new
vocabulary in their
notebooks using their own
Home
18. Students plan out Edit their work
thoughts using and make
graphic organizer corrections
Write their first drafts using revision
checklist Home
20. Imagination
• Students explored the concept of
imagination through multiple
modalities including
text, song, and video
• Students learned about using
quotation marks for dialogue
within a story
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21. Imagination
As a group the students
did concept development
on the word imagination
and gave examples times
they’ve pretended or
imagined
We then watched the
animated book I’m
Never Alone on raz-
kids.com and
discussed the different
things one can
imagine while readingHome
23. Imagination
We had a read
aloud of the story
In the Attic and the
students
discussed all of
the things that the
little boy imagined
throughout the
book
24. Imagination
Students watched
two videos from
watchknowlearn.org
about using
quotation marks
correctly…
…and they completed a
worksheet in which
they were required to
add quotation marks to
a dialogue between a
mother and son
25. Imagination
Writing Connection
Students wrote a
dialogue
between the boy
and the tiger
from In the Attic
26. Imagination Feedback
In this lesson/activity, Marc did an excellent job of:
• Creating a carefully scaffolded ELA lesson with a
stimulating core
• Adapting easily to a potential change in plans due to
unforeseen circumstances
• Encouraging student participation in a brainstorming
activity
• Keeping a chatty child in focus
• Modeling the writing process and writing
himself…remarked upon by students
• Tying examples of imagination or pretend games to
students’ real experiences on the playground
• Interacting naturally and with gentle, but
firm, expectations
Home
27. • Students read the story
The Headless Horseman
in a unit which included
concept development of
scary stories, concept
development and
vocabulary building of
character traits and
motives, and discussion
of literary subtext
• Students completed an assessment at the end of th
28. I started the unit by doing a
concept development on scary
stories. I asked the students to
give me words and concepts that
they associate with the word
scary
We discussed the
setting of the story and
I tied it into their
developing map skills
Home
29. We discussed the new
vocabulary and
reviewed it daily prior
to reading the story
The text was high interest
but a low reading level
appropriate for beginner
level English Language
Learners of Middle School
Home
30. We discussed the
words trait and
motive and as a
group the
students came up
with traits that
described me and
figured out what
my motive is as a
teacher
Home
33. 2)
1) Test partner
At the end of the unit the Read to a
partner
with
vocabulary
flashcards
students completed a
collaborative centers-based 3)
4) Story
Vocabulary
assessment Cloze
Activity
Sequence
Activity
After the assessment we
watched the Disney’s The
Legend of Sleepy Hollow
and the students
contrasted it with the book
Home
34. In this lesson/activity, Marc did an excellent job of:
• Creating an integrated unit with a highly engaging story
as an anchor
• Using pictures, charts, moveable cutouts, graphic
organizers, hand-drawn illustrations, acting out, and
verbal clues to provide/stimulate recognition and build
vocabulary
• Capitalizing on student interest in the form of word list
generation to increase involvement
• Using cues from observing student understanding (or
lack of) by using a concrete example of his own traits
• Eliciting student response from all students
• Managing materials and keeping the flow of the lesson on
target
• Fostering verbalization by maintaining a
respectful, friendly, interested response mode
Home
35. Assessments
• U.S. Regions Unit Assessment (Beginner
6th-8th grade)
• The Headless Horseman Unit Assessment
(Beginner 6th-8th grade)
• Modified 8th grade Industrialization Unit
Test (Sheltered Social Studies)
• Quarter Progress Monitor (Elementary)
Home
36. • After a 3 week long unit on the regions
of the United states which included
map skills, chart reading, climate and
weather vocabulary, geographical
feature vocabulary and discussion of
American life and culture in these
different regions
• Test administered to a group of 15
beginner level students grades 6
through 8
Home
40. In this lesson/activity, Marc did a good job of:
• Preparing a summary quiz for his unit on geographical
features
• Presenting materials in the quiz in a variety of ways to
help learners with differing styles and different language
capabilities
• Interacting with students in a positive, helpful, manner
• Working diligently with each reader, making sure
progress is being made
• Managing a diverse group of students with humor and
structure
• Creating a welcoming environment for all ESL
students, including those from the classroom next door
• Partnering smoothly with his Cooperating Teacher, easily
sharing space and students
(Feedback from Clinical Supervisor- Dee Warner) Home
41. • After a week long unit on the story The
Headless Horseman which included
concept development of scary
stories, concept development and
vocabulary building of character traits
and motives, and discussion of subtext
students completed a unit assessment
• 14 beginner students rotated between 4
stations with a partner and completed
each task
Home
42. 2)
1) Test partner
Students rotated Read to a with
between 4 partner vocabulary
stations and flashcards
checked off
each task as it
3)
was completed. Vocabulary
4) Story
Students were Sequence
Cloze
Activity
required to: Activity
Home
43. • Students take turns • Students take turns
reading test to one testing one another
another with vocabulary
flashcards
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44. • Students complete a • Students sequence
cloze activity using a the story using
word bank with the sentence strips
story vocabulary
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45. Modified 8th Grade History
Industrialization Unit Test
• This test modified
from 8th grade
U.S. History unit
exam on the
industrial
revolution
• Changes made:
• Added visuals
• Word banks
• Simplified
language
• Condensed
content
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46. • Assesses student’s progress in 3
domains (Oral
production, Reading, and Writing)
using student work samples and
informal observations
• Assesses student’s current stage in the
English language acquisition process
(All forms and rubrics from Shenendehowa Central
Schools ESL Department)
Home
48. Progress in each language domain is marked in the
corresponding column. Written report gives the parent/guardian a
more specific view of student progress
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49. “The magic glasses of English enable speakers
to behold the world on a global scale, and to
shape life on our fast-changing planet in a
language that is, itself, quickly changing.”
-Leslie Dunton-Downer, The English is
Coming!
Thank you for your
consideration
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