Engaging ESL ESOL Lessons - Sevana Sammis

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United States - District of Columbia - Washington
Engaging ESL ESOL Lessons - Sevana Sammis
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This is a two page document to help students organize their ideas and produce complete sentences when writing about three important events in their life. The first page helps them gather information - Who as involved? Where? When did it happen? How
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This assignment is a brief (7 question) interview to get ELL students speaking English the very first day of class. It also helps students write more interesting and expanded sentences on the first day of class. Students will begin with a simple
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This is an organizer I created to help students get started with their Autobiography project. This is step 2. The first is an about me graphic organizer and Step 3 is a scaffolded paragraph frame (all available through TPT). The Autobiography
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This is a great graphic organizer to use for newcomers, or low level students when teaching about the roles and responsibilities of government. Most Civics or US Government textbooks have an introductory section on What is Government? and this is
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This is a simple script template that prompts students to create a story in the form of a script using the elements of plot structure (exposition, rising action, climax, falling action, and resolution). It was developed as part of a group project
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This is an introductory activity to understanding multiple perspectives in history. It has been adapted from an article about 15 world famous landmarks and their images zoomed out. The goal is for students to understand what perspective is and how
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This is a two page file with the Autobiography project guidelines for students and the rubric. This is a great introductory unit for beginning language learners. I have used this with middle and high school students and had great success!
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This is an organizer I created to help students get started with their Autobiography project. This is step 1. Step 2 is a timeline and Step 3 is a scaffolded paragraph frame (all available through TPT). The Autobiography project guidelines and
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This one-page document is designed to go with the course syllabus in a secondary classroom. It asks the student to recall information from the syllabus (what will you learn?) and create a goal for the class. It also asks the student to create a
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TEACHING EXPERIENCE

I have been teaching for 7 years in high need schools in Washington, DC. I have worked with language learners between the ages of 12 and 20 at various language levels. The majority of my materials are for newcomers or beginning language learners (Levels 1-2 using the WIDA Model or ACCESS Exam). My learners always make at least 1 level growth (often more) and I greatly enjoy working with teenagers who are new to the United States!

MY TEACHING STYLE

I am a true believer in collaborative learning so my lessons are designed to get students working together. I use project based learning and try to design meaningful projects to help my students learn content and language simultaneously. I also have some more traditional ESL materials that can be used in a variety of settings such as 1-on-1, small group, extension work or with the whole class.

HONORS/AWARDS/SHINING TEACHER MOMENT

Continuously rated as an effective or highly effective teacher (DC's Impact System); Recognized as Teacher of the Month; Graduated with Honors; Received research grants during my undergraduate and graduate studies.

MY OWN EDUCATIONAL HISTORY

I consider myself a life long learner! I have a Bachelor of Arts degree in Political Science with minors in History and Spanish and I have a Master of Arts degree in International Affairs with coursework in International Education. I have certifications to teach English as a Second Language (K-12) and Secondary Social Studies (7-12). I have numerous hours of professional development, including the QTEL training for ESL Teachers and Street Law's Supreme Court Summer Institute for teachers.

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