Hi. Today I wanted to talk to you about the combination of two different strategies for English language learners in a social science class. The grade level that I chose for this assignment would be grade 12 in an American government class. The standard is to discuss article one of the constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators, election to office the roles of the House and Senate in impeachment proceedings. The role of the vice president, the enumerated legislative powers, and what we're going to focus on today, the process by which a bill becomes law. The two strategies that I plan on using for the English language learners would be the use of a graphic organizer and if you realia strategy. At the beginning of class, I don't get this lesson could take either one or two days depending on how much time that you have or how much time you want to a lot for the students to complete this task. On the first day, the anticipatory set, this would be assuming that you've already gone over some of the academic content and academic vocabulary with the students. Making sure that they know the proper terms for president, vice president and Congress. Supreme Court Justice and the judicial system. After you've explained the relationships between the branches and you've discussed using a graphic organizer, the process by which a bill becomes law, what I would have my students do is participate in producing a skit that helps them to show and realize the process by which a bill becomes a law. The first step would be to provide them with the reality of factors such as costumes that they could wear for the president, I would have the president of the group where a coat. Members of Congress would probably wear some sort of tie for the Supreme Court, I would have maybe a foam gavel or some sort of robe for them to wear for their presentation. And what they would be in charge of doing is coming up with a maybe one, two, three minute skit in which they would take a whiteboard and the whiteboard would have the word Bill written across it and they would write something that they would want to get past. Either in real life or maybe in my classroom, and what they would do is together they would come up with maybe one to 5 minute sketch sketch that shows the process so they would announce the build to the class write it on the whiteboard and then Congress would vote on it and depending on which scenario they're given. They would either choose to pass the bill or reject the bill. Before the students actually participated in this sketch, I would have them come up and I would kind of use them as an example to show whether or not a bill gets passed. And we would go through each different scenario, for example, if the bill got passed in Congress, I would then they would have to hand it to the president, president would be able to look at it, show the students that he is looking at it reading it. And if he approves or she approves, they would sign their signature on the whiteboard with a marker, show it to the class, and then kind of hand it off to the Supreme Court that the Supreme Court approved of the decision, then they would simply nod their head and maybe announced to the class that they approve of that bill becoming a law. Then I would probably have them erase Bill and write law onto the whiteboard. And we could do this for maybe one to two days depending on how much time we have. We could show the various types of skits and various types of examples that actually happen in real life. So again, the two strategies that we would be learning are utilizing for these EL students are both graphic organizers to organize the information to sort of to sort of show the process that happens and realia, but actually having the students participate by feeling and engaging with the material and forming, again, maybe two to 5 minute sketches that detail the process. Thank you.