THE TIME MACHINE
H.G. WELLS
TheTimeMachineCover0709TN.JPG

Dr. Francis Troyan, professor.
A thematic, interdisciplinary unit based on H.G. Wells' The Time Machine in which content-area departments plan for cross-curricula teaching and the ESL department supplements activities based on SIOP lessons presented in the academic classroom. Each lesson reinforces content, language, and vocabulary presented in the content areas and builds proficiency in reading, writing, speaking, and listening for academic purposes. Likewise, teachers in the content areas reinforce learning for all students, including English language-limited learners, by networking lessons built around key ideas, themes, and vocabulary derived from The Time Machine.

ABOUT SIOP: To learn more about SIOP or about how the SIOP template is used click here:
ELL 570 Exam: ESL Terms to be familiar with
Module 1
Module 2


Cyclical Assessments ongoing assessments used throughout.

The Language of Math:
CONTENT OBJECTIVES: Common figures in the 3 dimensions.
LANGUAGE OBJECTIVES: Orally describe how they think the time traveller will build his time machine.

The Language of Science
CONTENT OBJECTIVES: Rotation and revolution of earth which creates the sense of time. This is the 4th dimension.
LANGUAGE OBJECTIVES: TSW compare/contrast in writing the different times the Time Traveller visits.

The Language of Social Studies
CONTENT OBJECTIVES: Using and creating a Timeline
LANGUAGE OBJECTIVES: Write a timeline of dates visited by the Time Traveler.

The Language of English
CONTENT OBJECTIVES: The elements of plot line: introduction, rising action, climax, falling action, resolution
LANGUAGE OBJECTIVES: Match scenes in writing to elements of plot line.

Social and Instructional Language
CONTENT OBJECTIVES: Cultural manners when meeting and greeting people in different contexts.
LANGUAGE OBJECTIVES: Create a skit and present orally the greetings using contexts from the Time Machine.




PRESENTATION:SIOP Features Evident in Lesson & Explanation:


Content objectives-
1. content and language objectives contain a language function, content topic, and support.. They are derived from the students literature selection this semester, H.G. Wells, The Time Machine, hence the lesson and the unit are interdisciplinary and support the students academic content.
Content topics appropriatefor age and educational background of students
Lesson is built upon Common Core standards and language objectives for a grade 9-12 grade span.
Supplementary materials-
Students use a multitude of different materials and mathematical manipulatives which include the noodles, their math textbooks, and graph paper to help further their understanding and achievement of content objective goals.
Adaptations of content-
Different options are given throughout the lesson to students depending on their level of proficiency with the given task.
Meaningful activities
- All lesson activities are differentiated towards building students understanding of the concept defined in the objective. Students are presented with linguistic tasks which they will have varying levels of requirements for mastery. These tasks are designed to quickly pave the way from lower to higher level content goals. Eg., students are traditionally presented with the names of different shapes in elementary school. At the high school level, the figures become the basis for solving equations and formulas in multi-dimensional space
Links explicitly made-

Key vocabulary
Key vocabulary is stated at the beginning of the lesson and focused on throughout. The use of the vocabulary is present throughout all of the activities within the lesson.
Speech-
The teacher’s speech is grade level appropriate, as well as focus on the comprehension of ELL students within the classroom.
Clear explanation-
The teacher gives clear explanations at the beginning of the lesson, as well as throughout. The teacher monitors students’ progress, and any issues that may arise with understanding, during the lesson and provides further explanation to struggling students.
Variety of techniques
A variety of techniques are used to present the concept to the students in the clearest way possible.
Scaffolding techniques
Scaffolding is used to assist students throughout the lesson to help improve understanding of the concept.
Interaction
Students interact not only with the teacher, but with each other during the lesson. The tasks that students complete without the teacher are monitored for misunderstanding
Grouping configurations
Students complete activities and discussions independently, with partners, in small groups, and as a whole class in the lesson. Different activities are presented throughout the lesson and the grouping configurations are designed to allow students to help one another, or ask the teacher for clarification.
Hands on materials and/ormanipulatives-
Students use noodles to build forms in all 3 dimensions
Language skills
Students are required to use language skills during the lesson by, reading, speaking, and listening. The students also verbally state where they would like to go if they had a time machine using If. . . then . . . sentences
Content objectives-
The content objectives are met through activities and open discussion.
Language objectives-
Language objectives are met by using different methods and activities to work towards the same goal.
Students engaged
Students are engaged throughout the lesson. Student engagement is not always with the teacher. Student to student discussion is used during activities.
Pacing
The lesson pacing gives students time to complete activities, as well as ask the teacher for clarification when they are confused


Review of key vocabulary
The key vocabulary of the lesson is reviewed at the conclusion of all activities.
Review of key content concepts-
The concept of 3 dimensions is reinforced throughout the lesson with multiple opportunities for students to practice classifyling the figures.
Feedback
Feedback is given to students throughout the lesson and completion of tasks. TTW use Initiation/Response/Feedback (IRF) strategies to encourage students to speak orally in order to practice for the end assessment.
Assessment of student’s comprehension and learning
The students comprehension of ideas is monitored throughout the lesson. Worksheet, small group actitivities will provide opportunities for practicing vocabulary. TSWBAT orally desscibe how to build a time machine at the end of the lesson. Level 1 students will be required to use 5 vocabulary terms in short oral phrases. Level 3 students elaborate using "has/have" ; "Put" "Join" "together" sentences. TTW listen for evidence of 5 correct sentences which use vocabulary correctly.
PRACTICE/APPLICATION:
The students will begin the lesson by reading together the passage:
Clearly,' the Time Traveller proceeded, 'any real body must have extension in four directions: it must have Length, Breadth, Thickness, and - Duration. But through a natural infirmity of the flesh, which I will explain to you in a moment, we incline to overlook this fact.There are really four dimensions, three which we call the three planes of Space, and a fourth, Time.”
· The passage is problematic at first because of the antiquarian use of words such as “breadth”” natural infirmity of the flesh”. The teacher will (TTW) explain that they have most likely encountered these concepts in their geometry classes in L1. Students will be invited to make that connection.
· TTW explain the concept of 3 planes or 3 dimensions. TTW write “First” “Second” and “Third” dimension on the board. TTW introduce students to the noodles, explaining that each noodle will measure 1 unit.
· TSW be invited to create various 1, 2, and 3 dimensional shapes using the noodles. The students may not yet have linked the word to the shape, therefore the class will only indicate, at this time, into which category the created shapes belong.
(Teacher should pay particular attention to ELL students during the game for confusion about how to use noodles. Also the teacher needs to monitor the appropriate use of the noodles since the students may be apt to play with them. The noodles will be used throughout the novel for activities, and the novelty should diminish over time.)
· After the activity is completed the students will return the noodles to their container. TTW draw shapes on the board at the front of the room. The teacher introduces 2 or 3 words under each dimension: line, segment, ray under First; triangle, rectangle, square under Second; Cube and cone under Third. TTW indicate where the Time Traveler shows that these are dimensions of “space” and that the Fourth Dimension, Time, will be covered another Time. In addition, vocabulary words for “circle” and “sphere” will be presented with the Time dimension later in the book when the time traveler indicates he is “revolving” and “rotating” through time.
· TTW use comprehensible input activities to practice anchoring the new words to their shapes. Since these words are common in most L1’s, students with Romance language backgrounds will likely be able to learn as cognates more quickly than others.
· TTW invite students who already know these words to begin using the list of axiallary
REVIEW/ASSESSMENT:
The students will be informally as well as formally assessed throughout the lesson. Informal assessments will be conducted during all activities. The formal aspects of the assessment will be the worksheets the students complete. The teacher will also be able to observe students language skills with other students during group work. The collaborative work of the students will be monitored as closely as the understanding. The teacher will review what the students are learning throughout the lesson. The concept will not be presented only at the beginning. It will be presented multiple times, and in many different ways throughout the lesson. TTW also check for understanding at the final activity when the students describe how to make a 2 or 3 dimensional object.
FINAL ASSESSMENT:
TSW orally describe in a small group a design which predicts how the Time Traveler built his time machine using presentational strategies.






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