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Small Group Inquiry

Draft Two

ELL and International Teaching Lesson Plan

Sheila Terry, Jen Harkness, Shea Johnson, Hannah Nagi, Rachel Armock


1. Students will be provided with a starting point (research, applying, etc) for
beginning the process of teaching abroad.
2. Students will learn about opportunity of teaching abroad can do for them.

3. Students will learn tips and strategies to incorporate lesson plans to accommodate
the ELL students in a mainstream classroom.

4. Students will gain insight about the universality of teaching.

1. Students show authentic uptake through the questions asked and responses to
brainstorming activities
2. Students are engaged, discuss, inquire, and work collaboratively to gain more insight
into teaching within the United States and abroad.

• Student “cut-outs” for profiles

• Signs designating “countries”
• Mock boarding passes
• Incentive flyer and resource guide


ELL Immersion Activity

1. Brief Introduction of whole group

a. Present rate of ELL growth in mainstream classrooms today
b. How it is relevant to our audience
2. Pass out student profiles (containing age, English proficiency level, country of origin,
etc.) (steps 1-2: 3 minutes)
3. Have students brainstorm in groups of three about (5 minutes)
a. How to make the ELL student feel safe?
b. How to accommodate ELLs in the mainstream classroom?
i. What materials do you use?
ii. What background information do you have to find? If any?
4. Inquiry period (6 minutes)
Small Group Inquiry
Draft Two
a. Audience shares their brainstorming ideas
b. Presenters address questions and provide strategies and tactics based on the

5. Transition
a. “Speaking of multicultural education, now we have an opportunity for you!”

International Education Activity

6. Distribute “Incentive flyer” with “Resources” on opposite side

7. Audience will discover a “boarding pass” to different countries under their chairs (7
total countries)
8. Have audience meet with people “going to the same country” (steps 6-8: 4 minutes)
9. Small group brainstorming (5 minutes)
a. Now that students are going abroad, they must “pack” five “items” for
b. These are not necessarily tangible, but they can be theories, valuable
knowledge, experiences, strategies, resources, etc.
10.Inquiry Period (5 minutes)
a. Audience shares brainstorming ideas
b. Presenters address questions and provide strategies and tactics based on
11.Closing remarks (2 minutes)

Through this presentation, we hope to provide resources for others about teaching
internationally and TESOL. We feel that these are two areas of teaching that are not
salient in the College of Education, so we are taking it upon ourselves to make this valuable
information accessible and simple for our colleagues. The topics at hand are ones that not
only contribute to the multicultural climate of the modern classroom, but they offer
invaluable resources for teachers who want to teach domestically and abroad. With
increasing globalization, these are facets of teaching that will become very real options for

1. Do you see information or topics that are useful to you as an audience?

2. Will our topics be engaging?