incredible_kansas_city.pdf - ku.edutopeka/thematic_units/incredible_kansas_city.pdf · incredible...

Incredible Kansas City

A Thematic Unit

Presented byPresented byPresented byPresented by

Robert BaylesRobert BaylesRobert BaylesRobert Bayles

Chris CareyChris CareyChris CareyChris Carey

Sharon MartinSharon MartinSharon MartinSharon Martin

Robert RauktisRobert RauktisRobert RauktisRobert Rauktis

2

T & L 815

Dr. Paul Garcia

May 14, 2002

Day 1 – Welcome to Kansas City

Objectives

1.1.1.1. The students will get acquainted with the KThe students will get acquainted with the KThe students will get acquainted with the KThe students will get acquainted with the Kansas City map and ansas City map and ansas City map and ansas City map and

metro area.metro area.metro area.metro area.

ESL Standards

Goal 2 –––– To use English to achieve academically in all content areas. To use English to achieve academically in all content areas. To use English to achieve academically in all content areas. To use English to achieve academically in all content areas.

Standard 1 –––– Students will use English to interact in the classroom. Students will use English to interact in the classroom. Students will use English to interact in the classroom. Students will use English to interact in the classroom.

Standard 2 –––– Students will use English in spoken and written form. Students will use English in spoken and written form. Students will use English in spoken and written form. Students will use English in spoken and written form.

Standard 3 –––– Students will use appropriate learning strategies to Students will use appropriate learning strategies to Students will use appropriate learning strategies to Students will use appropriate learning strategies to

construct and apply academic knowledge.construct and apply academic knowledge.construct and apply academic knowledge.construct and apply academic knowledge.

Materials Needed

1.1.1.1. Map of Kansas CityMap of Kansas CityMap of Kansas CityMap of Kansas City

2.2.2.2. Two maps of the United States (one to cut out each State)Two maps of the United States (one to cut out each State)Two maps of the United States (one to cut out each State)Two maps of the United States (one to cut out each State)

Vocabulary

citycitycitycity

country country country country

StatesStatesStatesStates

Kansas CityKansas CityKansas CityKansas City

cultureculturecultureculture

ententententertainmentertainmentertainmentertainment

centralcentralcentralcentral

MidwestMidwestMidwestMidwest

expresswayexpresswayexpresswayexpressway

airportairportairportairport

highwayhighwayhighwayhighway

bus stationbus stationbus stationbus station

suburbsuburbsuburbsuburb

automobile***automobile***automobile***automobile***

Activity

3

Part A

1.1.1.1. Show the class a map of the United States. The students will be given Show the class a map of the United States. The students will be given Show the class a map of the United States. The students will be given Show the class a map of the United States. The students will be given

cut outs of the States and will be asked to place the States on the cut outs of the States and will be asked to place the States on the cut outs of the States and will be asked to place the States on the cut outs of the States and will be asked to place the States on the

appropriate appropriate appropriate appropriate location on the map.location on the map.location on the map.location on the map.

2.2.2.2. Ask the students to locate Kansas City and facilitate a discussion about Ask the students to locate Kansas City and facilitate a discussion about Ask the students to locate Kansas City and facilitate a discussion about Ask the students to locate Kansas City and facilitate a discussion about

the location of Kansas City in the central part of the United Stated, the the location of Kansas City in the central part of the United Stated, the the location of Kansas City in the central part of the United Stated, the the location of Kansas City in the central part of the United Stated, the

Midwest. Midwest. Midwest. Midwest.

3.3.3.3. Show a map of Kansas City. As the students to show where they live in Show a map of Kansas City. As the students to show where they live in Show a map of Kansas City. As the students to show where they live in Show a map of Kansas City. As the students to show where they live in

the cithe cithe cithe city and give their address. Discuss the bity and give their address. Discuss the bity and give their address. Discuss the bity and give their address. Discuss the bi----State area of Kansas City.State area of Kansas City.State area of Kansas City.State area of Kansas City.

4.4.4.4. Talk about Kansas City as a fascinating place to live with its great Talk about Kansas City as a fascinating place to live with its great Talk about Kansas City as a fascinating place to live with its great Talk about Kansas City as a fascinating place to live with its great

history, unique culture, great food, interesting places to explore and history, unique culture, great food, interesting places to explore and history, unique culture, great food, interesting places to explore and history, unique culture, great food, interesting places to explore and

many opportunities for watching professional smany opportunities for watching professional smany opportunities for watching professional smany opportunities for watching professional sports.ports.ports.ports.

5.5.5.5. Talk about the population of the greater metropolitan community of Talk about the population of the greater metropolitan community of Talk about the population of the greater metropolitan community of Talk about the population of the greater metropolitan community of

Kansas City Kansas City Kansas City Kansas City –––– almost two million people of many ethnic backgrounds, almost two million people of many ethnic backgrounds, almost two million people of many ethnic backgrounds, almost two million people of many ethnic backgrounds,

cultures and languages.cultures and languages.cultures and languages.cultures and languages.

Part B

6.6.6.6. Have the students discuss in pairs the following questions:Have the students discuss in pairs the following questions:Have the students discuss in pairs the following questions:Have the students discuss in pairs the following questions:

• Where did you live befWhere did you live befWhere did you live befWhere did you live before you came to Kansas City?ore you came to Kansas City?ore you came to Kansas City?ore you came to Kansas City?

• Where do you live now?Where do you live now?Where do you live now?Where do you live now?

• What part of Kansas City do you live in?What part of Kansas City do you live in?What part of Kansas City do you live in?What part of Kansas City do you live in?

• Where is downtown from where you live?Where is downtown from where you live?Where is downtown from where you live?Where is downtown from where you live?

• How did you arrive in Kansas City? Airplane? Car? …How did you arrive in Kansas City? Airplane? Car? …How did you arrive in Kansas City? Airplane? Car? …How did you arrive in Kansas City? Airplane? Car? …

• How many people live in Kansas City?How many people live in Kansas City?How many people live in Kansas City?How many people live in Kansas City?

• How many States are in the KansaHow many States are in the KansaHow many States are in the KansaHow many States are in the Kansas City area?s City area?s City area?s City area?

• What is the Midwest?What is the Midwest?What is the Midwest?What is the Midwest?

7.7.7.7. Observe and listen to the students as they discuss these questions. Observe and listen to the students as they discuss these questions. Observe and listen to the students as they discuss these questions. Observe and listen to the students as they discuss these questions.

Evaluate their English proficiency.Evaluate their English proficiency.Evaluate their English proficiency.Evaluate their English proficiency.

Part C

8.8.8.8. Assign the students to bring to the next class an artifact or an Assign the students to bring to the next class an artifact or an Assign the students to bring to the next class an artifact or an Assign the students to bring to the next class an artifact or an

interesting fact about Kansas City.interesting fact about Kansas City.interesting fact about Kansas City.interesting fact about Kansas City.

4

Discussion/Rationale

In the lesson, students receive an overview of Kansas City. Their previous In the lesson, students receive an overview of Kansas City. Their previous In the lesson, students receive an overview of Kansas City. Their previous In the lesson, students receive an overview of Kansas City. Their previous

experiences are connected to their new environment. These activities will give experiences are connected to their new environment. These activities will give experiences are connected to their new environment. These activities will give experiences are connected to their new environment. These activities will give

them a beginning awareness of their new home, its primary language and its them a beginning awareness of their new home, its primary language and its them a beginning awareness of their new home, its primary language and its them a beginning awareness of their new home, its primary language and its

culture.culture.culture.culture.

5

Day 2 – The Changing Weather of Kansas City

Objectives

1.1.1.1. Students will become familiar with the different types of weather that Students will become familiar with the different types of weather that Students will become familiar with the different types of weather that Students will become familiar with the different types of weather that

might be experienced in Kansas City. might be experienced in Kansas City. might be experienced in Kansas City. might be experienced in Kansas City.

2.2.2.2. Students will understand the four seasons. Students will understand the four seasons. Students will understand the four seasons. Students will understand the four seasons.

3.3.3.3. Students will Students will Students will Students will understand that different weather conditions affect many understand that different weather conditions affect many understand that different weather conditions affect many understand that different weather conditions affect many

aspects of their lives.aspects of their lives.aspects of their lives.aspects of their lives.

ESL Standards

Goal 2 –––– To use English to achieve academically in all content areas: To use English to achieve academically in all content areas: To use English to achieve academically in all content areas: To use English to achieve academically in all content areas:

Standard 2 –––– Students will use English to obtain, process, construct, and Students will use English to obtain, process, construct, and Students will use English to obtain, process, construct, and Students will use English to obtain, process, construct, and

provide subject provide subject provide subject provide subject matter information in spoken and written form.matter information in spoken and written form.matter information in spoken and written form.matter information in spoken and written form.

Goal 3 –––– To use English in socially and culturally appropriate ways: To use English in socially and culturally appropriate ways: To use English in socially and culturally appropriate ways: To use English in socially and culturally appropriate ways:

Standard 1 –––– Students will use the appropriate language variety, register, Students will use the appropriate language variety, register, Students will use the appropriate language variety, register, Students will use the appropriate language variety, register,

and genre according to audience, purpose, and setting.and genre according to audience, purpose, and setting.and genre according to audience, purpose, and setting.and genre according to audience, purpose, and setting.

Standard 2 –––– Students will use nonverbal communication appropriate to Students will use nonverbal communication appropriate to Students will use nonverbal communication appropriate to Students will use nonverbal communication appropriate to

audience, purpose, and setting. audience, purpose, and setting. audience, purpose, and setting. audience, purpose, and setting.

Materials Needed

Vocabulary

temperaturetemperaturetemperaturetemperature

frost frost frost frost

tornado tornado tornado tornado

dew dew dew dew

humidityhumidityhumidityhumidity

thunderstormthunderstormthunderstormthunderstorm

lightninglightninglightninglightning

6

Activities

Part A

1.1.1.1. Distribute a card with weather pictures Distribute a card with weather pictures Distribute a card with weather pictures Distribute a card with weather pictures and a card with a weather related and a card with a weather related and a card with a weather related and a card with a weather related

word to each student. word to each student. word to each student. word to each student.

2.2.2.2. Have students find their match for their picture and word, then place Have students find their match for their picture and word, then place Have students find their match for their picture and word, then place Have students find their match for their picture and word, then place

them (magnetized) to the board. them (magnetized) to the board. them (magnetized) to the board. them (magnetized) to the board.

3.3.3.3. Discuss each one with its definition.Discuss each one with its definition.Discuss each one with its definition.Discuss each one with its definition.

4.4.4.4. In pairs, match clues of a weather condition with the woIn pairs, match clues of a weather condition with the woIn pairs, match clues of a weather condition with the woIn pairs, match clues of a weather condition with the word for it. rd for it. rd for it. rd for it.

5.5.5.5. Arrange weather words under columns of Cold Weather, Windy Weather, Arrange weather words under columns of Cold Weather, Windy Weather, Arrange weather words under columns of Cold Weather, Windy Weather, Arrange weather words under columns of Cold Weather, Windy Weather,

Wet WeatherWet WeatherWet WeatherWet Weather

Part B

6.6.6.6. Discuss the four seasons.Discuss the four seasons.Discuss the four seasons.Discuss the four seasons.

• How do they affect what you wear?How do they affect what you wear?How do they affect what you wear?How do they affect what you wear?

• How do seasons affect your activities?How do seasons affect your activities?How do seasons affect your activities?How do seasons affect your activities?

• How do they affect travel?How do they affect travel?How do they affect travel?How do they affect travel?

• How do they affect your moodsHow do they affect your moodsHow do they affect your moodsHow do they affect your moods/spirits?/spirits?/spirits?/spirits?

7.7.7.7. Discuss how the weather of KC is different or similar to your country of Discuss how the weather of KC is different or similar to your country of Discuss how the weather of KC is different or similar to your country of Discuss how the weather of KC is different or similar to your country of

origin.origin.origin.origin.

Part C

8.8.8.8. Place a collection of pieces of different kinds of fabric on the table. Place a collection of pieces of different kinds of fabric on the table. Place a collection of pieces of different kinds of fabric on the table. Place a collection of pieces of different kinds of fabric on the table.

9.9.9.9. Have the students categorize the fabric in a couple different ways and Have the students categorize the fabric in a couple different ways and Have the students categorize the fabric in a couple different ways and Have the students categorize the fabric in a couple different ways and

describe thedescribe thedescribe thedescribe the categories. categories. categories. categories.

10.10.10.10. Have the students categorize the fabric according to what they Have the students categorize the fabric according to what they Have the students categorize the fabric according to what they Have the students categorize the fabric according to what they

would wear in each season.would wear in each season.would wear in each season.would wear in each season.


It will be important for the students to be familiar with the changing weather of It will be important for the students to be familiar with the changing weather of It will be important for the students to be familiar with the changing weather of It will be important for the students to be familiar with the changing weather of

Kansas City, so they can know how to plan accordiKansas City, so they can know how to plan accordiKansas City, so they can know how to plan accordiKansas City, so they can know how to plan accordingly. Discussion of the ngly. Discussion of the ngly. Discussion of the ngly. Discussion of the

seasons may give some students new awareness how to plan for winter and seasons may give some students new awareness how to plan for winter and seasons may give some students new awareness how to plan for winter and seasons may give some students new awareness how to plan for winter and

summer, depending on where they come from. Using the fabric kit, employs summer, depending on where they come from. Using the fabric kit, employs summer, depending on where they come from. Using the fabric kit, employs summer, depending on where they come from. Using the fabric kit, employs

categorizing skills and language for discussion.categorizing skills and language for discussion.categorizing skills and language for discussion.categorizing skills and language for discussion.

7

Day 3 – Earth Science

Objectives

1.1.1.1. To acquaint the ESL student with the physical features of Kansas City, and To acquaint the ESL student with the physical features of Kansas City, and To acquaint the ESL student with the physical features of Kansas City, and To acquaint the ESL student with the physical features of Kansas City, and

in particular, to phenomena, typical of this region. in particular, to phenomena, typical of this region. in particular, to phenomena, typical of this region. in particular, to phenomena, typical of this region.

2.2.2.2. The student will learn language skills for the description of weather and The student will learn language skills for the description of weather and The student will learn language skills for the description of weather and The student will learn language skills for the description of weather and

land features. land features. land features. land features.

3.3.3.3. To acquaint the students with weatTo acquaint the students with weatTo acquaint the students with weatTo acquaint the students with weather maps and forecasting.her maps and forecasting.her maps and forecasting.her maps and forecasting.

ESL Standards


Standard 3 –––– Use appropriate learning strategies to construct and apply Use appropriate learning strategies to construct and apply Use appropriate learning strategies to construct and apply Use appropriate learning strategies to construct and apply

academic knowledge. academic knowledge. academic knowledge. academic knowledge.

Goal 3 –––– To use English in socially and culturally a To use English in socially and culturally a To use English in socially and culturally a To use English in socially and culturally appropriate ways:ppropriate ways:ppropriate ways:ppropriate ways:

Standard 2 –––– Students will use nonverbal communication appropriate to Students will use nonverbal communication appropriate to Students will use nonverbal communication appropriate to Students will use nonverbal communication appropriate to

audience, purpose, and setting.audience, purpose, and setting.audience, purpose, and setting.audience, purpose, and setting.

Standard 3 –––– Students will use appropriate learning strategies to extend Students will use appropriate learning strategies to extend Students will use appropriate learning strategies to extend Students will use appropriate learning strategies to extend

their socialinguistic and sociocultural competence.their socialinguistic and sociocultural competence.their socialinguistic and sociocultural competence.their socialinguistic and sociocultural competence.

Materials Needed

1.1.1.1. Tape recorder.Tape recorder.Tape recorder.Tape recorder.

2.2.2.2. Coffee press Coffee press Coffee press Coffee press

3.3.3.3. Newspaper paper or Internet weather mapNewspaper paper or Internet weather mapNewspaper paper or Internet weather mapNewspaper paper or Internet weather map

4.4.4.4. Slide projector.Slide projector.Slide projector.Slide projector.

5.5.5.5. Map of the United States.Map of the United States.Map of the United States.Map of the United States.

Vocabulary

severe weathersevere weathersevere weathersevere weather

funnel cloud funnel cloud funnel cloud funnel cloud

frontfrontfrontfront

Canadian air massCanadian air massCanadian air massCanadian air mass

temperature inversiontemperature inversiontemperature inversiontemperature inversion

barometerbarometerbarometerbarometer

a “falling barometer”a “falling barometer”a “falling barometer”a “falling barometer”

anvil formationanvil formationanvil formationanvil formation

8

hahahahail, lightning, thunderil, lightning, thunderil, lightning, thunderil, lightning, thunder

downpourdownpourdownpourdownpour

flood, floodingflood, floodingflood, floodingflood, flooding

high pressurehigh pressurehigh pressurehigh pressure

low pressurelow pressurelow pressurelow pressure

windsweptwindsweptwindsweptwindswept

GeologyGeologyGeologyGeology

sediment (sedimentary)sediment (sedimentary)sediment (sedimentary)sediment (sedimentary)

shaleshaleshaleshale

limestonelimestonelimestonelimestone

sandstonesandstonesandstonesandstone

highway cutshighway cutshighway cutshighway cuts

erosionerosionerosionerosion

“dust bowl”“dust bowl”“dust bowl”“dust bowl”

coniferous forest (conifer tree)coniferous forest (conifer tree)coniferous forest (conifer tree)coniferous forest (conifer tree)

watercoursewatercoursewatercoursewatercourse

“pioneer’s friend” “pioneer’s friend” “pioneer’s friend” “pioneer’s friend” –––– cottonwood cottonwood cottonwood cottonwood

praipraipraiprairie, tall grass prairierie, tall grass prairierie, tall grass prairierie, tall grass prairie

moisture contentmoisture contentmoisture contentmoisture content

soil profilesoil profilesoil profilesoil profile

deciduous forest (deciduous tree)deciduous forest (deciduous tree)deciduous forest (deciduous tree)deciduous forest (deciduous tree)

hardwood foresthardwood foresthardwood foresthardwood forest

great American desert great American desert great American desert great American desert –––– 110 110 110 110

meridianmeridianmeridianmeridian

hardnesshardnesshardnesshardness

soil moisturesoil moisturesoil moisturesoil moisture

pioneer treepioneer treepioneer treepioneer tree

crystal crystal crystal crystal

top soiltop soiltop soiltop soil

meridianmeridianmeridianmeridian

Activities

Part A

1.1.1.1. Discuss today’s weather.Discuss today’s weather.Discuss today’s weather.Discuss today’s weather.

2.2.2.2. Play aPlay aPlay aPlay a tape recording of a severe weather warning with reference to a tape recording of a severe weather warning with reference to a tape recording of a severe weather warning with reference to a tape recording of a severe weather warning with reference to a

local map of Kansas City. local map of Kansas City. local map of Kansas City. local map of Kansas City.

3.3.3.3. Look at a map of the United States with reference to the cause of abrupt Look at a map of the United States with reference to the cause of abrupt Look at a map of the United States with reference to the cause of abrupt Look at a map of the United States with reference to the cause of abrupt

and violent weather conditions, as well as the main geological features of and violent weather conditions, as well as the main geological features of and violent weather conditions, as well as the main geological features of and violent weather conditions, as well as the main geological features of

the Kansas City the Kansas City the Kansas City the Kansas City area.area.area.area.

4.4.4.4. Discuss features of focal windstorms and their mythology (The Wizard of Discuss features of focal windstorms and their mythology (The Wizard of Discuss features of focal windstorms and their mythology (The Wizard of Discuss features of focal windstorms and their mythology (The Wizard of

Oz.)Oz.)Oz.)Oz.)

5.5.5.5. Use the coffee press to demonstrate compaction and sedimentary rock Use the coffee press to demonstrate compaction and sedimentary rock Use the coffee press to demonstrate compaction and sedimentary rock Use the coffee press to demonstrate compaction and sedimentary rock

formation.formation.formation.formation.

6.6.6.6. Illustrate a ship’s barometer on the blackboard.Illustrate a ship’s barometer on the blackboard.Illustrate a ship’s barometer on the blackboard.Illustrate a ship’s barometer on the blackboard.

Part B

Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions

9

1.1.1.1. Have you ever seHave you ever seHave you ever seHave you ever seen destruction from weather? What sorts of weather en destruction from weather? What sorts of weather en destruction from weather? What sorts of weather en destruction from weather? What sorts of weather

cause fear in your country of origin? cause fear in your country of origin? cause fear in your country of origin? cause fear in your country of origin?

2.2.2.2. What would you do in the event of________________?What would you do in the event of________________?What would you do in the event of________________?What would you do in the event of________________?

3.3.3.3. Describe and demonstrate a simple barometer.Describe and demonstrate a simple barometer.Describe and demonstrate a simple barometer.Describe and demonstrate a simple barometer.

4.4.4.4. Have you ever had problems or difficulties because of the weather or Have you ever had problems or difficulties because of the weather or Have you ever had problems or difficulties because of the weather or Have you ever had problems or difficulties because of the weather or

geological processes?geological processes?geological processes?geological processes?

5.5.5.5. What is your favorite weather? Favorite season? Why?What is your favorite weather? Favorite season? Why?What is your favorite weather? Favorite season? Why?What is your favorite weather? Favorite season? Why?

6.6.6.6. What are some of the problems in geological science? What is geological What are some of the problems in geological science? What is geological What are some of the problems in geological science? What is geological What are some of the problems in geological science? What is geological

“time”?“time”?“time”?“time”?

7.7.7.7. Identify some sample leaves from trees in your neighborhood.Identify some sample leaves from trees in your neighborhood.Identify some sample leaves from trees in your neighborhood.Identify some sample leaves from trees in your neighborhood.

From sample rocks, perform a sample gFrom sample rocks, perform a sample gFrom sample rocks, perform a sample gFrom sample rocks, perform a sample geological “profile” i.e. cleavage, scratch, eological “profile” i.e. cleavage, scratch, eological “profile” i.e. cleavage, scratch, eological “profile” i.e. cleavage, scratch,

color.color.color.color.

Typical Exchange

A person on the streetA person on the streetA person on the streetA person on the street

1.1.1.1. “Will it be hot, cold, wet, windy slippery today?”“Will it be hot, cold, wet, windy slippery today?”“Will it be hot, cold, wet, windy slippery today?”“Will it be hot, cold, wet, windy slippery today?”

2.2.2.2. Will there be rain, snow, ice, fog, sleet, hail, today?”Will there be rain, snow, ice, fog, sleet, hail, today?”Will there be rain, snow, ice, fog, sleet, hail, today?”Will there be rain, snow, ice, fog, sleet, hail, today?”

3.3.3.3. “Do you think we will have severe weather today?”“Do you think we will have severe weather today?”“Do you think we will have severe weather today?”“Do you think we will have severe weather today?”

4.4.4.4. “What’“What’“What’“What’s the weather today?”s the weather today?”s the weather today?”s the weather today?”

5.5.5.5. “What should I wear today?”“What should I wear today?”“What should I wear today?”“What should I wear today?”

6.6.6.6. Is there a place to by a jacket, a coat, rain gear, an umbrella around Is there a place to by a jacket, a coat, rain gear, an umbrella around Is there a place to by a jacket, a coat, rain gear, an umbrella around Is there a place to by a jacket, a coat, rain gear, an umbrella around

here?”here?”here?”here?”

Another personAnother personAnother personAnother person

7.7.7.7. “I don’t know”“I don’t know”“I don’t know”“I don’t know”

8.8.8.8. “Let’s listen to a weather report.”“Let’s listen to a weather report.”“Let’s listen to a weather report.”“Let’s listen to a weather report.”

9.9.9.9. “Let’s look at the newspaper.”“Let’s look at the newspaper.”“Let’s look at the newspaper.”“Let’s look at the newspaper.”

10.10.10.10. “Let’s call the weather bureau“Let’s call the weather bureau“Let’s call the weather bureau“Let’s call the weather bureaue.”e.”e.”e.”

11.11.11.11. “Let’s look on the Internet.”“Let’s look on the Internet.”“Let’s look on the Internet.”“Let’s look on the Internet.”

First personFirst personFirst personFirst person

12.12.12.12. “Is it (the weather) always so windy, hot, cold, wet, unpredictable) “Is it (the weather) always so windy, hot, cold, wet, unpredictable) “Is it (the weather) always so windy, hot, cold, wet, unpredictable) “Is it (the weather) always so windy, hot, cold, wet, unpredictable)

around here?”around here?”around here?”around here?”

Second personSecond personSecond personSecond person

10

13.13.13.13. “This part of the country has the most unpredictable weather on “This part of the country has the most unpredictable weather on “This part of the country has the most unpredictable weather on “This part of the country has the most unpredictable weather on

the planet!”the planet!”the planet!”the planet!”

Verb (action) / Noun (thing)

to precipitate / precipitationto precipitate / precipitationto precipitate / precipitationto precipitate / precipitation

to erode / erosionto erode / erosionto erode / erosionto erode / erosion

to scratch / a scratchto scratch / a scratchto scratch / a scratchto scratch / a scratch

to fracture / a fractureto fracture / a fractureto fracture / a fractureto fracture / a fracture

to cleave / cleavageto cleave / cleavageto cleave / cleavageto cleave / cleavage

to harden / hardnessto harden / hardnessto harden / hardnessto harden / hardness

compact / compaction compact / compaction compact / compaction compact / compaction


The activity provides an authentic and practical activity (anticipating The activity provides an authentic and practical activity (anticipating The activity provides an authentic and practical activity (anticipating The activity provides an authentic and practical activity (anticipating the the the the

weather and reacting to extreme weather) in English. Midwestern meteorology weather and reacting to extreme weather) in English. Midwestern meteorology weather and reacting to extreme weather) in English. Midwestern meteorology weather and reacting to extreme weather) in English. Midwestern meteorology

is discussed with reference to other parts of the world, for instance where is discussed with reference to other parts of the world, for instance where is discussed with reference to other parts of the world, for instance where is discussed with reference to other parts of the world, for instance where

students have lived previously. The students will be asked to observe and students have lived previously. The students will be asked to observe and students have lived previously. The students will be asked to observe and students have lived previously. The students will be asked to observe and

make recollection on themake recollection on themake recollection on themake recollection on the physical features of their environment both now and physical features of their environment both now and physical features of their environment both now and physical features of their environment both now and

previously.previously.previously.previously.

11

Day 4 – History of Kansas City

Lesson Objectives

1.1.1.1. To acquaint students with the events, issues, concepts, etc that helped To acquaint students with the events, issues, concepts, etc that helped To acquaint students with the events, issues, concepts, etc that helped To acquaint students with the events, issues, concepts, etc that helped

form the making of Kansas City.form the making of Kansas City.form the making of Kansas City.form the making of Kansas City.

2.2.2.2. To raise awareness of theTo raise awareness of theTo raise awareness of theTo raise awareness of the multicultural makeup of Kansas City. multicultural makeup of Kansas City. multicultural makeup of Kansas City. multicultural makeup of Kansas City.

ESL Standards

Goal 1 –––– To use English to communicate in social settings: To use English to communicate in social settings: To use English to communicate in social settings: To use English to communicate in social settings:

Standard 3 –––– Students will use learning strategies to extend Students will use learning strategies to extend Students will use learning strategies to extend Students will use learning strategies to extend

communicative competence.communicative competence.communicative competence.communicative competence.

Goal 2 –––– To use English to achieve academically in all co To use English to achieve academically in all co To use English to achieve academically in all co To use English to achieve academically in all content areas:ntent areas:ntent areas:ntent areas:

Standard 1 –––– Students will use English to interact in the classroom.Use Students will use English to interact in the classroom.Use Students will use English to interact in the classroom.Use Students will use English to interact in the classroom.Use

English to obtain, process, construct and provide subject matter English to obtain, process, construct and provide subject matter English to obtain, process, construct and provide subject matter English to obtain, process, construct and provide subject matter

information in spoken and written forminformation in spoken and written forminformation in spoken and written forminformation in spoken and written form


cccconstruct and apply academic knowledge.onstruct and apply academic knowledge.onstruct and apply academic knowledge.onstruct and apply academic knowledge.

Materials Needed

1.1.1.1. Two to three page essays (written by the teacher according to their level Two to three page essays (written by the teacher according to their level Two to three page essays (written by the teacher according to their level Two to three page essays (written by the teacher according to their level

of English proficiency) about the following historical topics of English proficiency) about the following historical topics of English proficiency) about the following historical topics of English proficiency) about the following historical topics –––– on the first on the first on the first on the first

day of the unit, divide the students into groupsday of the unit, divide the students into groupsday of the unit, divide the students into groupsday of the unit, divide the students into groups of two to four and hand of two to four and hand of two to four and hand of two to four and hand

out one of these topics to each group:out one of these topics to each group:out one of these topics to each group:out one of these topics to each group:

• Indian Tribes Indian Tribes Indian Tribes Indian Tribes –––– Osage, Kansa, Wyandotte Osage, Kansa, Wyandotte Osage, Kansa, Wyandotte Osage, Kansa, Wyandotte

• Gatway to the West Gatway to the West Gatway to the West Gatway to the West –––– Oregon, California and Sante Fe Trails Oregon, California and Sante Fe Trails Oregon, California and Sante Fe Trails Oregon, California and Sante Fe Trails

• Railroads Railroads Railroads Railroads –––– Hannibal Railway and Bridge, Union Station Hannibal Railway and Bridge, Union Station Hannibal Railway and Bridge, Union Station Hannibal Railway and Bridge, Union Station

• Livestock Livestock Livestock Livestock –––– Catttle drives, Missiouri Catttle drives, Missiouri Catttle drives, Missiouri Catttle drives, Missiouri River Levee River Levee River Levee River Levee

• Border Wars Border Wars Border Wars Border Wars –––– West Port, Wornal House, slave/free West Port, Wornal House, slave/free West Port, Wornal House, slave/free West Port, Wornal House, slave/free

• Kansas Town Company Kansas Town Company Kansas Town Company Kansas Town Company –––– John McCoy, incorporation, etc. John McCoy, incorporation, etc. John McCoy, incorporation, etc. John McCoy, incorporation, etc.

12

• Mix of Nationalities Mix of Nationalities Mix of Nationalities Mix of Nationalities –––– Indian, Black, Mexican, European (French, Indian, Black, Mexican, European (French, Indian, Black, Mexican, European (French, Indian, Black, Mexican, European (French,

Russian, Serbian, Croacian, etc)Russian, Serbian, Croacian, etc)Russian, Serbian, Croacian, etc)Russian, Serbian, Croacian, etc)

• Wheat Wheat Wheat Wheat –––– Turkey Red, Russian Mennonites. Turkey Red, Russian Mennonites. Turkey Red, Russian Mennonites. Turkey Red, Russian Mennonites.

• KKKKansas City Spirit ansas City Spirit ansas City Spirit ansas City Spirit –––– overcoming natural and economic disasters overcoming natural and economic disasters overcoming natural and economic disasters overcoming natural and economic disasters

together.together.together.together.

2.2.2.2. Handout with “Did you Know” trivia of interest from www.visitkc.com Handout with “Did you Know” trivia of interest from www.visitkc.com Handout with “Did you Know” trivia of interest from www.visitkc.com Handout with “Did you Know” trivia of interest from www.visitkc.com

3.3.3.3. List of Famous Kansas Citians.List of Famous Kansas Citians.List of Famous Kansas Citians.List of Famous Kansas Citians.

Vocabulary

Indian tribesIndian tribesIndian tribesIndian tribes

railroadsrailroadsrailroadsrailroads

bridgebridgebridgebridge

stationstationstationstation

livestocklivestocklivestocklivestock

cattle drivescattle drivescattle drivescattle drives

borderborderborderborder

wwwwheatheatheatheat

disastersdisastersdisastersdisasters

MidwestMidwestMidwestMidwest

leveeleveeleveelevee

13

Activities

Part A

1.1.1.1. In pairs, allow students three minutes to match list of Famous In pairs, allow students three minutes to match list of Famous In pairs, allow students three minutes to match list of Famous In pairs, allow students three minutes to match list of Famous

Kansas Citians with what they did or who they were. Then read the Kansas Citians with what they did or who they were. Then read the Kansas Citians with what they did or who they were. Then read the Kansas Citians with what they did or who they were. Then read the

correct list.correct list.correct list.correct list.

Part B

2.2.2.2. On the second day of the Unit, divide the students into thOn the second day of the Unit, divide the students into thOn the second day of the Unit, divide the students into thOn the second day of the Unit, divide the students into the e e e

historical groups. Give each group an essay about a topic to take historical groups. Give each group an essay about a topic to take historical groups. Give each group an essay about a topic to take historical groups. Give each group an essay about a topic to take

home and read. They will bring to class on the fourth day a short home and read. They will bring to class on the fourth day a short home and read. They will bring to class on the fourth day a short home and read. They will bring to class on the fourth day a short

written overview of the essay that they will use in class discussion written overview of the essay that they will use in class discussion written overview of the essay that they will use in class discussion written overview of the essay that they will use in class discussion

and then turn in. They may also use visuals as desiand then turn in. They may also use visuals as desiand then turn in. They may also use visuals as desiand then turn in. They may also use visuals as desired. As they red. As they red. As they red. As they

read the essay and write about it, they should consider and address read the essay and write about it, they should consider and address read the essay and write about it, they should consider and address read the essay and write about it, they should consider and address

the following questions:the following questions:the following questions:the following questions:

• What are the events, issues, concepts, etc.What are the events, issues, concepts, etc.What are the events, issues, concepts, etc.What are the events, issues, concepts, etc.

• What are the turning points?What are the turning points?What are the turning points?What are the turning points?

• How do you think the people or groups of people felt about How do you think the people or groups of people felt about How do you think the people or groups of people felt about How do you think the people or groups of people felt about

what happened? Twhat happened? Twhat happened? Twhat happened? Try to imagine what each side felt about he ry to imagine what each side felt about he ry to imagine what each side felt about he ry to imagine what each side felt about he

issues.issues.issues.issues.

• Why do you think the people did what they did?Why do you think the people did what they did?Why do you think the people did what they did?Why do you think the people did what they did?

• What do you think was right, fair, equitable about what What do you think was right, fair, equitable about what What do you think was right, fair, equitable about what What do you think was right, fair, equitable about what

happened? What was wrong, unfair, inequitable?happened? What was wrong, unfair, inequitable?happened? What was wrong, unfair, inequitable?happened? What was wrong, unfair, inequitable?

• What does this remind you of in the events of the presWhat does this remind you of in the events of the presWhat does this remind you of in the events of the presWhat does this remind you of in the events of the present?ent?ent?ent?

• What about this do you think most helped make the Kansas City What about this do you think most helped make the Kansas City What about this do you think most helped make the Kansas City What about this do you think most helped make the Kansas City

of today?of today?of today?of today?

Part C

3.3.3.3. In class on the third day, allow the small groups to huddle and In class on the third day, allow the small groups to huddle and In class on the third day, allow the small groups to huddle and In class on the third day, allow the small groups to huddle and

discuss their topic and choose what they want to say about it in a discuss their topic and choose what they want to say about it in a discuss their topic and choose what they want to say about it in a discuss their topic and choose what they want to say about it in a

presentation of two to three minutes to presentation of two to three minutes to presentation of two to three minutes to presentation of two to three minutes to the class. They may use the class. They may use the class. They may use the class. They may use

visuals as desired.visuals as desired.visuals as desired.visuals as desired.

4.4.4.4. Each group gives its presentation to the class.Each group gives its presentation to the class.Each group gives its presentation to the class.Each group gives its presentation to the class.

Part D

5.5.5.5. Distribute handout with “Did you Know?” trivia of interest about:Distribute handout with “Did you Know?” trivia of interest about:Distribute handout with “Did you Know?” trivia of interest about:Distribute handout with “Did you Know?” trivia of interest about:

• KC Film ProjectsKC Film ProjectsKC Film ProjectsKC Film Projects

14

• Hometown HeadquartersHometown HeadquartersHometown HeadquartersHometown Headquarters

• Home of …Home of …Home of …Home of …

• KC InventionsKC InventionsKC InventionsKC Inventions


As As As As students read their historical essay ahead of time, using students read their historical essay ahead of time, using students read their historical essay ahead of time, using students read their historical essay ahead of time, using

questions for consideration, they are beginning to gain understanding questions for consideration, they are beginning to gain understanding questions for consideration, they are beginning to gain understanding questions for consideration, they are beginning to gain understanding

and insight into one aspect of the historical makeand insight into one aspect of the historical makeand insight into one aspect of the historical makeand insight into one aspect of the historical make----up of KC. Small group up of KC. Small group up of KC. Small group up of KC. Small group

discussion in class broadens that awareness with otherdiscussion in class broadens that awareness with otherdiscussion in class broadens that awareness with otherdiscussion in class broadens that awareness with other’s perspectives on ’s perspectives on ’s perspectives on ’s perspectives on

the same topic. The discussion provides a venue to decide as a group the same topic. The discussion provides a venue to decide as a group the same topic. The discussion provides a venue to decide as a group the same topic. The discussion provides a venue to decide as a group

what they think is most important to present, based on the questions. what they think is most important to present, based on the questions. what they think is most important to present, based on the questions. what they think is most important to present, based on the questions.

They may also use visuals as desired to broaden the use of multiThey may also use visuals as desired to broaden the use of multiThey may also use visuals as desired to broaden the use of multiThey may also use visuals as desired to broaden the use of multi----

intelligence possibilities. intelligence possibilities. intelligence possibilities. intelligence possibilities.

SSSSharing with the class enhances speaking skills and provides for haring with the class enhances speaking skills and provides for haring with the class enhances speaking skills and provides for haring with the class enhances speaking skills and provides for

the class increased awareness of a broader range of historical and the class increased awareness of a broader range of historical and the class increased awareness of a broader range of historical and the class increased awareness of a broader range of historical and

cultural aspects of KC. It also functions as assessment to see what they cultural aspects of KC. It also functions as assessment to see what they cultural aspects of KC. It also functions as assessment to see what they cultural aspects of KC. It also functions as assessment to see what they

have learned, how they have processed the informatihave learned, how they have processed the informatihave learned, how they have processed the informatihave learned, how they have processed the information and how well they on and how well they on and how well they on and how well they

present it to the class. present it to the class. present it to the class. present it to the class.

The questions are designed to stimulate critical thinking and use The questions are designed to stimulate critical thinking and use The questions are designed to stimulate critical thinking and use The questions are designed to stimulate critical thinking and use

affective as well as cognitive learning strategies.affective as well as cognitive learning strategies.affective as well as cognitive learning strategies.affective as well as cognitive learning strategies.

15

Famous Kansas Citians

Match the person with what they did/who they were.

1. Thomas Hart Benton

2. Tom Pendergast

3. Harry S. Truman

4. Charlie Parker

5. Ed Asner

6. Jean Harlow

7. Ginger Rogers

8. Walt Disney

9. Edie McClurg

10. Lyle Waggoner

11. Calvin Trillin

12. Oleta Adams

13. George Brett

14. Melissa Ethridge

15. Catherine Fox

16. Olympic gold medal

swimmer

a. actor

b. vocalist from

Leavenworth

c. actress

d. baseball player

e. artist

16

f. actress

g. columnist

h. vocalist

i. Olympic gold medal

swimmer

j. actor

k. politician

l. jazz musician

m. actress

n. director/writer/produce

r

o. baseball player

p. politician

17

Did You Know?

Famous Kansas CitiansFamous Kansas CitiansFamous Kansas CitiansFamous Kansas Citians

• Thomas Hart Benton (artist)

• Tom Pendergast (politician)

• Harry S. Truman (politician)

• Charlie Parker (jazz musician)

• Ed Asner (actor)

• Jean Harlow (actress)

• Ginger Rogers (actress)

• Satchel Paige (baseball player)

• Walt Disney (director/writer/producer)

• Edie McClurg (actress)

• Lyle Waggoner (actor)

• Calvin Trillin (columnist)

• Oleta Adams (vocalist)

• George Brett (baseball player)

• Melissa Ethridge (vocalist from Leavenworth)

• Catherine Fox (Olympic gold medal swimmer)

KC Film ProjectsKC Film ProjectsKC Film ProjectsKC Film Projects

• “Last Day on Earth” (U2 Music Video)

• “Kansas City”

• “Truman”

• ”Article 99”

• “The Burden of Proof”

• “Mr. & Mrs. Bridge”

• “Sometimes They Come Back”

• “Across Five Aprils”

• “Cross of Fire”

• “Miss Missouri”

• “The Day After”

• “Tom Sawyer”

• “Paper Moon”

18

• “Ride With the Devil”

Kansas City InventionsKansas City InventionsKansas City InventionsKansas City Inventions

• Teflon

• Eskimo Pie

• Rival Crock Pot

• the melt-in-your-mouth-not-in-your-hands M&M candy coating

• the wax coated ice cream container

• the jazz jam session

• the swing sound in jazz music

• Wishbone salad dressing

• the McDonald’s Happy Meal

• the multi-screen theater concept

Home HeadquartersHome HeadquartersHome HeadquartersHome Headquarters

• Hallmark Cards

• Sprint

• Sprint PCS

• Farmland Industries

• Hoechst Marion Roussel Paharmaceuticals

• Russell Stover

• Candies

• Yellow Corporation

• The Church of the Nazarene

• The Reorganized Church of Jesus Christ of Latter Day Saints

• Unity School of Christianity

• H&R Block

• House of Lloyd

• Interstate Bakeries

• AMC Entertainment, Inc.

• American Century Investments

• UtiliCorp United

• Kansas City Southern Industries

• Kasas City Power and Light

• Ferrellgas Partners

• Applebee’s Internation

• Lee Apparel Co.

• Vanguard Airlines, Inc.

19

Day 5 – The Geography of Kansas City

Objectives

ESL Standards

Goal 1 –––– To use English to achieve academically I all content areas: To use English to achieve academically I all content areas: To use English to achieve academically I all content areas: To use English to achieve academically I all content areas:


construct and apply academic knowleconstruct and apply academic knowleconstruct and apply academic knowleconstruct and apply academic knowledge.dge.dge.dge.

Vocabulary

populationpopulationpopulationpopulation

plainsplainsplainsplains

hillshillshillshills

trailstrailstrailstrails

borderborderborderborder

State lineState lineState lineState line

Rivers people FrenchRivers people FrenchRivers people FrenchRivers people French

Kansa IndiansKansa IndiansKansa IndiansKansa Indians

Mexico Sante Fe trailMexico Sante Fe trailMexico Sante Fe trailMexico Sante Fe trail

railroadrailroadrailroadrailroad

Pony ExpressPony ExpressPony ExpressPony Express

JayhawkersJayhawkersJayhawkersJayhawkers

cattle drivecattle drivecattle drivecattle drive

St. JosephSt. JosephSt. JosephSt. Joseph

ChicagoChicagoChicagoChicago

Materials Needed

Large open roomLarge open roomLarge open roomLarge open room

Activity

1.1.1.1. Disperse students to tDisperse students to tDisperse students to tDisperse students to the four corners of a large open room. The floor of he four corners of a large open room. The floor of he four corners of a large open room. The floor of he four corners of a large open room. The floor of

the room will have an outline of the United States. Give each student a the room will have an outline of the United States. Give each student a the room will have an outline of the United States. Give each student a the room will have an outline of the United States. Give each student a

sheet of paper with a particular historical event highlighted. For sheet of paper with a particular historical event highlighted. For sheet of paper with a particular historical event highlighted. For sheet of paper with a particular historical event highlighted. For

example, the Santa Fe Trail. Have the student mark the trail oexample, the Santa Fe Trail. Have the student mark the trail oexample, the Santa Fe Trail. Have the student mark the trail oexample, the Santa Fe Trail. Have the student mark the trail on the floor n the floor n the floor n the floor

walking it from Kansas City to Santa Fe. Do the same with the other walking it from Kansas City to Santa Fe. Do the same with the other walking it from Kansas City to Santa Fe. Do the same with the other walking it from Kansas City to Santa Fe. Do the same with the other

historical markers/location; e.g. the Pony Express; the Chisolm Trail; historical markers/location; e.g. the Pony Express; the Chisolm Trail; historical markers/location; e.g. the Pony Express; the Chisolm Trail; historical markers/location; e.g. the Pony Express; the Chisolm Trail;

Chicago Meat Packing, the Oregon Trail, Westport, Lawrence, Kansas, etc. Chicago Meat Packing, the Oregon Trail, Westport, Lawrence, Kansas, etc. Chicago Meat Packing, the Oregon Trail, Westport, Lawrence, Kansas, etc. Chicago Meat Packing, the Oregon Trail, Westport, Lawrence, Kansas, etc.

20

2.2.2.2. In pairs, ask each other the fIn pairs, ask each other the fIn pairs, ask each other the fIn pairs, ask each other the following questions:ollowing questions:ollowing questions:ollowing questions:

• What was the population of the city you lived in before coming to What was the population of the city you lived in before coming to What was the population of the city you lived in before coming to What was the population of the city you lived in before coming to

Kansas City?Kansas City?Kansas City?Kansas City?

• Describe the city/town where you were born or grew up.Describe the city/town where you were born or grew up.Describe the city/town where you were born or grew up.Describe the city/town where you were born or grew up.

• How did Kansas City get its name?How did Kansas City get its name?How did Kansas City get its name?How did Kansas City get its name?

• What is the significance of the Santa Fe Trail?What is the significance of the Santa Fe Trail?What is the significance of the Santa Fe Trail?What is the significance of the Santa Fe Trail?

• Who were Lewis and CWho were Lewis and CWho were Lewis and CWho were Lewis and Clark?lark?lark?lark?

• Why is the Stat Line important in the history of slavery in the United Why is the Stat Line important in the history of slavery in the United Why is the Stat Line important in the history of slavery in the United Why is the Stat Line important in the history of slavery in the United

States?States?States?States?

• Where is Westport?Where is Westport?Where is Westport?Where is Westport?

• What happened in Westport with regards to the Civil War?What happened in Westport with regards to the Civil War?What happened in Westport with regards to the Civil War?What happened in Westport with regards to the Civil War?

• Where did the Pony Express begin?Where did the Pony Express begin?Where did the Pony Express begin?Where did the Pony Express begin?


The purpose of this unit is to introThe purpose of this unit is to introThe purpose of this unit is to introThe purpose of this unit is to introduce the students to basic geograph related duce the students to basic geograph related duce the students to basic geograph related duce the students to basic geograph related

to the location of the city. The students have already learned where the city is to the location of the city. The students have already learned where the city is to the location of the city. The students have already learned where the city is to the location of the city. The students have already learned where the city is

located and some of its history. This unit will emphasize unique aspects of the located and some of its history. This unit will emphasize unique aspects of the located and some of its history. This unit will emphasize unique aspects of the located and some of its history. This unit will emphasize unique aspects of the

city highlighted by geographical and historical fcity highlighted by geographical and historical fcity highlighted by geographical and historical fcity highlighted by geographical and historical factors. actors. actors. actors.

21

“Home on the Range”

Oh give me a home where the buffalo roam

And the deer and the antelope play Where seldom is heard a discouraging word

And the skies are not cloudy all day

Home, home on the range Where the deer and the antelope play

Where seldom is heard a discouraging word And the skies are not cloudy all day

Three horses grazing out my window, brown, black and white they stand

Rolling pastures they can wander, free and easy is their land

Chorus:

Don't ever take away my freedom, don't ever take it away We must cherish and keep that one part of our lives

And the rest we're gonna find one of these days... One of these days

I always thought that I'd see in my own lifetime

An end to poverty, injustice and war But now I've learned that that job will take a long, long time

So there's one thing that must endure

Chorus

When I am old and thinking over the whole life that I've led If there's one final wish left to me

I will pray that the children, who are yet to be born,

I will pray that they will always live free

Chorus

There is a time for the singing and the sunshine There is a time for the thunder and the rain

There is a time for the changing of the seasons my friend But there is one thing we must never change

Chorus

22

“Home on the Range”

Oh give me a home where the buffalo roam And the deer and the antelope play

Where seldom is heard a discouraging ______(1)

And the skies are not cloudy all day

Home, home on the range Where the deer and the antelope play

Where seldom is heard a discouraging word And the skies are not cloudy ______ (2)

Three horses grazing out my window, brown, black and white they stand

Rolling pastures they can wander, free and easy is their land

Chorus: Don't ever take away my ______ (3), don't ever take it away

We must cherish and keep that one part of our lives And the rest we're gonna find one of these days...

One of these days

I always thought that I'd see in my own lifetime

An end to ________ (4), injustice and war But now I've learned that that job will take a long, long time

So there's one thing that must endure

Chorus

When I am old and thinking over the whole life that I've led If there's one final wish left to me

I will pray that the children, who are yet to be born, I will pray that they will always ______ (5)

Chorus

There is a time for the singing and the sunshine There is a time for the thunder and the rain

There is a time for the changing of the seasons my friend But there is one thing we must never change

Chorus

23

Day 6 – The Music Culture of Kansas City

Objectives

1.1.1.1. Students will become familiar with Kansas City’s music culture Students will become familiar with Kansas City’s music culture Students will become familiar with Kansas City’s music culture Students will become familiar with Kansas City’s music culture

for their personal enjoyment.for their personal enjoyment.for their personal enjoyment.for their personal enjoyment.

2.2.2.2. Students will gain insight into Kansas City’s specialty music Students will gain insight into Kansas City’s specialty music Students will gain insight into Kansas City’s specialty music Students will gain insight into Kansas City’s specialty music

venue venue venue venue –––– jazz. jazz. jazz. jazz.

ESL Standards

Goal 1 –––– To use English to com To use English to com To use English to com To use English to communicate in social settings:municate in social settings:municate in social settings:municate in social settings:

Standard 3 –––– Students will use learning strategies to extend their Students will use learning strategies to extend their Students will use learning strategies to extend their Students will use learning strategies to extend their

communicative competence.communicative competence.communicative competence.communicative competence.


Standard 1 –––– Students will use English to interact in the class Students will use English to interact in the class Students will use English to interact in the class Students will use English to interact in the classroom.room.room.room.


provide subject matter information in spoken and written form.provide subject matter information in spoken and written form.provide subject matter information in spoken and written form.provide subject matter information in spoken and written form.


construct and apply academic knowledge.construct and apply academic knowledge.construct and apply academic knowledge.construct and apply academic knowledge.

Goal 3 –––– To use English in socially and culturally appropriate ways To use English in socially and culturally appropriate ways To use English in socially and culturally appropriate ways To use English in socially and culturally appropriate ways

Standard 3 –––– Students will use appropriate learning strategies to extend Students will use appropriate learning strategies to extend Students will use appropriate learning strategies to extend Students will use appropriate learning strategies to extend

their sociolinguistic and sociocultural competence.their sociolinguistic and sociocultural competence.their sociolinguistic and sociocultural competence.their sociolinguistic and sociocultural competence.

Materials Needed

1.1.1.1. Excerpts from the Kansas City travel guide about plExcerpts from the Kansas City travel guide about plExcerpts from the Kansas City travel guide about plExcerpts from the Kansas City travel guide about places to experince aces to experince aces to experince aces to experince

different types of the Kansas City music culture. different types of the Kansas City music culture. different types of the Kansas City music culture. different types of the Kansas City music culture.

2.2.2.2. Kansas City mapKansas City mapKansas City mapKansas City map

3.3.3.3. Jazz puzzleJazz puzzleJazz puzzleJazz puzzle

Vocabulary

theatertheatertheatertheater

musicalsmusicalsmusicalsmusicals

dramadramadramadrama

ShakespeareShakespeareShakespeareShakespeare

StarlightStarlightStarlightStarlight

symphonysymphonysymphonysymphony

opera choraleopera choraleopera choraleopera chorale

choirchoirchoirchoir

musicians musicians musicians musicians

soloistsoloistsoloistsoloist

24

improvisationimprovisationimprovisationimprovisation

Activities

Part A

1.1.1.1. Divide students inDivide students inDivide students inDivide students into groups of two to four. Distribute to each group a to groups of two to four. Distribute to each group a to groups of two to four. Distribute to each group a to groups of two to four. Distribute to each group a

blurb from the Kansas City Travel Guide about a place of music cultural blurb from the Kansas City Travel Guide about a place of music cultural blurb from the Kansas City Travel Guide about a place of music cultural blurb from the Kansas City Travel Guide about a place of music cultural

events.events.events.events.

2.2.2.2. Each group will discuss and familiarize themselves with their type of Each group will discuss and familiarize themselves with their type of Each group will discuss and familiarize themselves with their type of Each group will discuss and familiarize themselves with their type of

music event/place. music event/place. music event/place. music event/place.

3.3.3.3. Each group will share with theEach group will share with theEach group will share with theEach group will share with the class three pertinent aspects of their blurb class three pertinent aspects of their blurb class three pertinent aspects of their blurb class three pertinent aspects of their blurb

• Describe the type of music or fine arts cultureDescribe the type of music or fine arts cultureDescribe the type of music or fine arts cultureDescribe the type of music or fine arts culture

• Name of the placeName of the placeName of the placeName of the place

• Locate it on the KC map.Locate it on the KC map.Locate it on the KC map.Locate it on the KC map.

4.4.4.4. Rearrange the students into pairs and have each student tell their parner Rearrange the students into pairs and have each student tell their parner Rearrange the students into pairs and have each student tell their parner Rearrange the students into pairs and have each student tell their parner

which type of music they like best and why anwhich type of music they like best and why anwhich type of music they like best and why anwhich type of music they like best and why and where they would go to d where they would go to d where they would go to d where they would go to

enjoy it.enjoy it.enjoy it.enjoy it.

Part B

5.5.5.5. Jazz Facts Puzzle. Divide the students into groups of four to five. Give Jazz Facts Puzzle. Divide the students into groups of four to five. Give Jazz Facts Puzzle. Divide the students into groups of four to five. Give Jazz Facts Puzzle. Divide the students into groups of four to five. Give

each group the puzzle to put together. Which group finishes first or has each group the puzzle to put together. Which group finishes first or has each group the puzzle to put together. Which group finishes first or has each group the puzzle to put together. Which group finishes first or has

the most done in a certain amount of time.the most done in a certain amount of time.the most done in a certain amount of time.the most done in a certain amount of time.


Students living in KC will want to know what and where the places of Students living in KC will want to know what and where the places of Students living in KC will want to know what and where the places of Students living in KC will want to know what and where the places of

music culture and entertainment are. This lesson introdues them to the various music culture and entertainment are. This lesson introdues them to the various music culture and entertainment are. This lesson introdues them to the various music culture and entertainment are. This lesson introdues them to the various

types available and where they can go to enjoy them. It also familiarizes them types available and where they can go to enjoy them. It also familiarizes them types available and where they can go to enjoy them. It also familiarizes them types available and where they can go to enjoy them. It also familiarizes them

with the particular genwith the particular genwith the particular genwith the particular genre of Jazz. Since jazz is an important factor in the KC re of Jazz. Since jazz is an important factor in the KC re of Jazz. Since jazz is an important factor in the KC re of Jazz. Since jazz is an important factor in the KC

“flavor”, they will want to have some awareness of its distinctives.“flavor”, they will want to have some awareness of its distinctives.“flavor”, they will want to have some awareness of its distinctives.“flavor”, they will want to have some awareness of its distinctives.

25

Kansas City/Hey Hey Hey Hey (Leiber/Stoller)Kansas City/Hey Hey Hey Hey (Leiber/Stoller)Kansas City/Hey Hey Hey Hey (Leiber/Stoller)Kansas City/Hey Hey Hey Hey (Leiber/Stoller)

Ah Kansas City

Going to get my baby back home

I'm going to Kansas City

Going to get my baby back home

Well its a long long time too

My baby's been gone

Ah, ___________ (1)

Going get my baby one time

I'm going to Kansas City

Going get my baby one time

Its a just a 1-2-3-4,

__________ (2)

Hey hey hey hey

(hey hey hey hey)

Hey, baby

(hey, baby)

Ooh now girl

(yeah, yeah)

I said yeah now, huh

(girl, girl)

Now now now now tell me baby

What's been wrong with you

Hey hey hey hey

(hey hey hey hey)

Hey now baby

(hey baby)

Ooh now girl

(yeah, yeah)

I said yeah now, huh

(girl, girl)

Now now now now tell me ______(3)

What's been wrong with you

I said bye

26

(bye bye bye bye)

Bye bye baby bye bye

(bye bye bye bye)

_________________ (4)

(so long so long)

Bye bye baby I'm gone

(bye bye bye bye)

I said bye bye baby

Bye, bye, bye, bye

Bye now bye

(bye bye _____ _____) (5)

Bye now baby bye…

Day 7 Day 7 Day 7 Day 7 –––– The Currency of Kansas City The Currency of Kansas City The Currency of Kansas City The Currency of Kansas City –––– “Money Day” “Money Day” “Money Day” “Money Day”

Lesson ObjectivesLesson ObjectivesLesson ObjectivesLesson Objectives

1. Students become familiar with US currency. Students compare

world currencies with $ US.

2. Students make purchases using US currency.

3. Students will speak English with other students as they

exchange and gather information about purchases made.

ESL StandardsESL StandardsESL StandardsESL Standards

Goal 1Goal 1Goal 1Goal 1 – To use English to communicate in social settings:

Standard 2Standard 2Standard 2Standard 2 – Students will interact in, through, and with spoken and

written English for personal expression and enjoyment.

27

Standard 3Standard 3Standard 3Standard 3 – Students will use learning strategies to extend their

communicative competence.

Goal 2Goal 2Goal 2Goal 2 – To use English to achieve academically in all content areas:

Standard 1Standard 1Standard 1Standard 1 – Students will use English to interact in the classroom.

Standard 2Standard 2Standard 2Standard 2 – Students will use English to obtain, process, construct, and

provide subject matter information in spoken and written form.

Standard 3Standard 3Standard 3Standard 3 – Students will use appropriate learning strategies to construct

and apply academic knowledge.

Vocabulary:Vocabulary:Vocabulary:Vocabulary:

Money, currency, bills, dollar, circulation, denominations of money,

history, face, back, numbers, price, receipt, exchange rate, shopping

Activity: An Introduction to the American DollarActivity: An Introduction to the American DollarActivity: An Introduction to the American DollarActivity: An Introduction to the American Dollar

Types of U.S. Paper Money

Currency in CirCurrency in CirCurrency in CirCurrency in Circulationculationculationculation

More than 99 percent of the total dollar amount of paper

money in circulation in the United States today is made up of

Federal Reserve notes. The other small part of circulating

currency consists of U.S. notes or legal tender notes still in

circulation but no longer issued.

Federal Reserve notes are printed and issued in

denominations of $1, $2, $5, $10, $20, $50, and $100. The

$500, $1,000, $5,000, and $10,000 denominations have not

been printed since 1946.

28

The Federal Reserve Act requires that adequate backing be pledged for all

Federal Reserve notes in circulation. U.S. Treasury securities, acquired through

open market operations, are the most important form of collateral and provide

backing for most of the value of the currency in circulation. Some other types of

collateral the Federal Reserve holds are gold certificates and certain eligible

instruments such as notes, drafts, and bills of exchange.

The Federal Reserve System, established by Congress in 1913, issues Federal

Reserve notes through its 12 Federal Reserve Districts. Every district has its

main office in a major city, and all but two have branches in other large cities.

Each district is designated by a number and the corresponding letter of the

alphabet, as shown at right.

The Bureau of Engraving and Printing, a division of the U.S. Treasury

Department, produces currency for the Federal Reserve System to replace

damaged or worn notes or to support economic growth. Federal Reserve Banks

issue currency according to the need in their districts. The district letter and

number on the face of a note identify the issuing Reserve Bank (see the

diagram). A note with F6 on its face was issued by the Federal Reserve Bank of

Atlanta, for example.

Types No Longer Issued

Besides the denominations of U.S. notes, from $1 to $10,000, that were issued

before 1929, several other types of U.S. paper money no longer issued have

circulated in this century. National Bank notes, for example, were issued by

national banks from 1863 to 1929. Gold certificates, authorized in 1865 and

issued by the Treasury Department in exchange for gold coin and bullion,

circulated until 1933. Silver certificates, authorized in 1878 and issued in

exchange for silver dollars, accounted for nearly all of the $1 notes in

circulation until November 1963, when the first $1 Federal Reserve notes were

issued.

29

Part APart APart APart A. “The Withdrawal” - Looking at the US money = $$$.

Below we see the different US dollars, ranging from the lowest amount to the

greatest amount (or simply use the website

http://www.bep.treas.gov/section.cfm/4/26). We also see the face and back of

each of the bills. To the right side of each of these pictures, state the dollar

amount and list at least two (2) observations of each.

32

Part BPart BPart BPart B. “Pay Day!” Check your change.

Let’s recap your observations. In the chart below, list 4 similarities and 4

differences among the bills you just viewed.

Similarities | Differences

|

|

|

|

|

|

|

Part CPart CPart CPart C. “Did you know?” - What is on the US bills?

In this section, we will look for the specific aspects of the bills. Try to find all of

these special items by drawing a circle around the item. As you find them, what

is the significance of their inclusion on the bills? Is their any relation to

American history?

33

Face Back

George WashingtonGeorge WashingtonGeorge WashingtonGeorge Washington

Great Seal of the United SGreat Seal of the United SGreat Seal of the United SGreat Seal of the United Statestatestatestates

Thomas JeffersonThomas JeffersonThomas JeffersonThomas Jefferson

The Signing of the The Signing of the The Signing of the The Signing of the

Declaration of Independence*Declaration of Independence*Declaration of Independence*Declaration of Independence*

Abraham LincolnAbraham LincolnAbraham LincolnAbraham Lincoln

Lincoln MemorialLincoln MemorialLincoln MemorialLincoln Memorial

Alexander HamiltonAlexander HamiltonAlexander HamiltonAlexander Hamilton

U.S. Treasury BuildingU.S. Treasury BuildingU.S. Treasury BuildingU.S. Treasury Building

34

Andrew JacksonAndrew JacksonAndrew JacksonAndrew Jackson

White HouseWhite HouseWhite HouseWhite House

Ulysses S. GrantUlysses S. GrantUlysses S. GrantUlysses S. Grant

U.S. CapitolU.S. CapitolU.S. CapitolU.S. Capitol

Benjamin FranklinBenjamin FranklinBenjamin FranklinBenjamin Franklin

Independence HallIndependence HallIndependence HallIndependence Hall

Part D. “Coming to America” . “Coming to America” . “Coming to America” . “Coming to America” –––– The Arrival The Arrival The Arrival The Arrival

Using the internet (the specific website http://www.xe.net/ucc/) or a

newspaper, find the different country currency exchange rates for the American

dollar.

___?____ CouCouCouCountry Currencyntry Currencyntry Currencyntry Currency = = = = US Dollar(s)US Dollar(s)US Dollar(s)US Dollar(s)

_______ Chilean Pesos = $1.00 US

_______ Mexican Pesos = $1.00 US

_______ Venezuelan Bolivares = $1.00 US

_______ Peruvian Nuevo Sols = $10.00 US

_______ Ecuadorian Sucres = $10.00 US

35

_______ Argentinian Pesos = $20.00 US

_______ Brazilian Reales = $20.00 US

_______ Columbian Pesos = $100.00 US

_______ Costa Rican Colones = $200.00 US

Part EPart EPart EPart E. “Let’s Go Shopping!” – Using American Money

After arrival to the United States and exchanging money to obtain US currency,

it is time to make some purchases. What would you purchase first and how

much would it cost you. For this activity, list the seven (7) items you would

buy, what they would cost in the your home country (Chile, Mexico, Argentina,

etc.---to verify whether it is a good deal), and then list the actual price in US

dollars.

Items Cost in Home Country Price in $ US (list bills used)

1. 1. 1.

2. 2. 2.

3. 3 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

Total Price = _________________

36

Part FPart FPart FPart F. “The Receipt” – Wrapping Up Today’s Purchases

We will now ask and answer the following questions regarding our recent

purchases made in the United States using the US currency. Each pair will ask

and answer 2 questions from the list, writing down our partner responses.

Then, we will move on to another partner, asking and answering 2 more

questions. This will repeat until all questions have been completed and written

down on the paper.

1. What did you buy? ___________________________________________________

2. How much did item #1 cost? ____________________________________________

3. What was the price for item # 6? _________________________________________

4. What was your cheapest item? ___________________________________________

5. What was your most expensive item? _____________________________________

6. What is your favorite item? _____________________________________________

7. What was your bill (or total price)? _______________________________________

8. Did you pay a lot for item #2? __________________________________________

9. Was item #5 a good deal? _______________________________________________

10. Do you have any money left to save?

______________________________________

DiDiDiDiscussion of Lesson:scussion of Lesson:scussion of Lesson:scussion of Lesson:

Visitors to the United States will need to make purchases during their stay. For this purpose, it is

necessary for people to become familiar with the attributes of the American dollar, know the

37

similarities and differences between the different denominations in circulation, compare different

exchange rates with the American dollar, make purchases using dollar bills, and be able to ask

and answer questions regarding their purchases made using the US dollar.

38

Day 8 – Grocery Shopping in Kansas City

Objectives

4.4.4.4. Learn to read grocery store adsLearn to read grocery store adsLearn to read grocery store adsLearn to read grocery store ads

5.5.5.5. Learn to read labels.Learn to read labels.Learn to read labels.Learn to read labels.

6.6.6.6. Catagorize grocery items according to where to find them in the Catagorize grocery items according to where to find them in the Catagorize grocery items according to where to find them in the Catagorize grocery items according to where to find them in the

storestorestorestore

7.7.7.7. Learn prices of grocery items for budgeting purposes.Learn prices of grocery items for budgeting purposes.Learn prices of grocery items for budgeting purposes.Learn prices of grocery items for budgeting purposes.

ESL Standards

Goal 2 –––– To u To u To u To use English to achieve academically in all content areas:se English to achieve academically in all content areas:se English to achieve academically in all content areas:se English to achieve academically in all content areas:

Standard 1 –––– Students will use English to interact in the classroom. Students will use English to interact in the classroom. Students will use English to interact in the classroom. Students will use English to interact in the classroom.


provide subject matter information in spoken and writteprovide subject matter information in spoken and writteprovide subject matter information in spoken and writteprovide subject matter information in spoken and written form.n form.n form.n form.

Goal 3 –––– To use English in socially and culturally appropriate ways: To use English in socially and culturally appropriate ways: To use English in socially and culturally appropriate ways: To use English in socially and culturally appropriate ways:

Standard 1 –––– Students will use the appropriate language variety, register, Students will use the appropriate language variety, register, Students will use the appropriate language variety, register, Students will use the appropriate language variety, register,

and genre according to audience, purpose, and setting.and genre according to audience, purpose, and setting.and genre according to audience, purpose, and setting.and genre according to audience, purpose, and setting.

Materials Needed

1.1.1.1. Grocery ads from several storesGrocery ads from several storesGrocery ads from several storesGrocery ads from several stores

2.2.2.2. Labels from cans and packagesLabels from cans and packagesLabels from cans and packagesLabels from cans and packages

3.3.3.3. Schematic of a grocery storeSchematic of a grocery storeSchematic of a grocery storeSchematic of a grocery store

4.4.4.4. RecipesRecipesRecipesRecipes

Vocabulary

groceriesgroceriesgroceriesgroceries

directionsdirectionsdirectionsdirections

ingredientsingredientsingredientsingredients

dairydairydairydairy

vegetablesvegetablesvegetablesvegetables

prepared foodsprepared foodsprepared foodsprepared foods

adsadsadsads

Activities

Part A

1.1.1.1. Using grocery ads, discuss:Using grocery ads, discuss:Using grocery ads, discuss:Using grocery ads, discuss:

• Different types of foodDifferent types of foodDifferent types of foodDifferent types of food

39

• What kinds of food they ate in theWhat kinds of food they ate in theWhat kinds of food they ate in theWhat kinds of food they ate in their country of originir country of originir country of originir country of origin

• Their favorite foodsTheir favorite foodsTheir favorite foodsTheir favorite foods

• How do they eat here? How do they eat here? How do they eat here? How do they eat here? –––– the same as in their country of origin, or the same as in their country of origin, or the same as in their country of origin, or the same as in their country of origin, or

differently?differently?differently?differently?

• What American foods do they like/not like?What American foods do they like/not like?What American foods do they like/not like?What American foods do they like/not like?

2.2.2.2. Read labels Read labels Read labels Read labels –––– what do they tell us? what do they tell us? what do they tell us? what do they tell us?

• What is in the package, can, etcWhat is in the package, can, etcWhat is in the package, can, etcWhat is in the package, can, etc

• The brandThe brandThe brandThe brand

• The ingredieThe ingredieThe ingredieThe ingredientsntsntsnts

• Directions for preparationDirections for preparationDirections for preparationDirections for preparation

3.3.3.3. Grocery Store Schematic (layout) Grocery Store Schematic (layout) Grocery Store Schematic (layout) Grocery Store Schematic (layout) –––– where do you find milk, meat, where do you find milk, meat, where do you find milk, meat, where do you find milk, meat,

vegetables, fruit, cans, eggs, prepared foods, etc.vegetables, fruit, cans, eggs, prepared foods, etc.vegetables, fruit, cans, eggs, prepared foods, etc.vegetables, fruit, cans, eggs, prepared foods, etc.

Part B

4.4.4.4. Divide students into small groups of two to four. Give each group a Divide students into small groups of two to four. Give each group a Divide students into small groups of two to four. Give each group a Divide students into small groups of two to four. Give each group a

recipe.recipe.recipe.recipe.

5.5.5.5. With the recipe they wiWith the recipe they wiWith the recipe they wiWith the recipe they will make a grocery list of at least seven items.ll make a grocery list of at least seven items.ll make a grocery list of at least seven items.ll make a grocery list of at least seven items.

6.6.6.6. They will show on the schematic where they will find each item.They will show on the schematic where they will find each item.They will show on the schematic where they will find each item.They will show on the schematic where they will find each item.

7.7.7.7. They will list prices for each item and how much they will spend to make They will list prices for each item and how much they will spend to make They will list prices for each item and how much they will spend to make They will list prices for each item and how much they will spend to make

the recipe.the recipe.the recipe.the recipe.


Living in a new environment means Living in a new environment means Living in a new environment means Living in a new environment means the foods you eat may be different. the foods you eat may be different. the foods you eat may be different. the foods you eat may be different.

Grocery shopping requires an understanding of the different categories of food Grocery shopping requires an understanding of the different categories of food Grocery shopping requires an understanding of the different categories of food Grocery shopping requires an understanding of the different categories of food

as well as the items themselves. These activities provide step by step, handsas well as the items themselves. These activities provide step by step, handsas well as the items themselves. These activities provide step by step, handsas well as the items themselves. These activities provide step by step, hands----

on experience with the grocery shopping process.on experience with the grocery shopping process.on experience with the grocery shopping process.on experience with the grocery shopping process.

40

DayDayDayDay 9 9 9 9 –––– Kansas City’s Specialty Food Kansas City’s Specialty Food Kansas City’s Specialty Food Kansas City’s Specialty Food

ObjectivesObjectivesObjectivesObjectives

1. To acuaint the students with Kansas City’s best known culinary product,

barbeque (barbecue), and to be a template for food related vocabulary and

activities.

2. The student will learn language skills for the basic restaurant order

sequence.

3. Acquaintance with food budgets, both daily and monthly can serve to teach

basic economics and mathematics.

4. To increase awareness of the origin of general and individual food

preferences and their relationship to ethnic or familial traditions.


Goal 2Goal 2Goal 2Goal 2 – To use English to achieve academically in all content areas:

Standard 2Standard 2Standard 2Standard 2 – Use appropriate learning strategies to construct and apply

academic knowledge.

Goal 3 Goal 3 Goal 3 Goal 3 – To use English in socially and culturally appropriate ways:

Standard 2Standard 2Standard 2Standard 2 – Students will use nonverbal communication appropriate to

audience, purpose, and setting.

Standard 3 Standard 3 Standard 3 Standard 3 – Students will use appropriate learning strategies to extend

their sociolinguistic and sociocultural competence.

VocabularyVocabularyVocabularyVocabulary

tray

counter

table

chair

napkin

menu

fork

knife

spoon

plate

glass

cup

salt

pepper

barbeque sauce

waiter/waitress

hostess

customer/diner

41

Materials NeededMaterials NeededMaterials NeededMaterials Needed

1. Tray, utensils, plate, napkin, glass

2. Money

3. Slides and slide projector

ActivitiesActivitiesActivitiesActivities

Part A

1. Upon entering the classroom, the students are given three cards: one card

will have an item on the menu from the list on the blackboard, the second will

have a drink. The third card will have the question “Do you have _________?"

On this card the students will be asked to write their favorite food. On the tape

recorder will be pre-recorded prompts of typical restaurant exchanges for the

students to role-play making an order, paying for it, etc. The teacher will go

first to serve as an example.

Part B

Plan a meal schedule for your day – breakfast, lunch, dinner, and snacks. How much

would it cost at a restaurant? How much would it cost at home? Don’t forget to include

drinks.

Part C

Discussion Questions

1. Do you eat your meals at home? Which meals? Who cooks the food?

2. Do you cook? What is your favorite thing to cook? Can you write the

recipe in English? Can you bring a sample to class?

3. What problem or embarrassing situation have you had in a restaurant?

4. The tradition of barbeque came from African-American culture. Why

would different people in the United States and around the world have

different eating tradition?

42

5. What is the nationality of your favorite restaurant?

6. What traditional meals does your mother or father cook?

7. Do you have special meals on holidays? On religious days?

8. An expression heard in English is “Have you go_______?” or “What have

you got?” Correct the English of this expression. What is a colloquialism?

Are they ever normal or correct?

9. What is the origin of bar-be-que? What is Bar-B-Que?

10. What is 4 sale?

Typical exchange – students may practice these between themselves.

1. Server/waiter waitress/counter help

• “Take a tray please”

• “Next. Next customer, please”

• “Hell/Hi. May I help you?”

• ”What would you like?”

• “What would you like to eat?”

• “Can (May) I take your order?”

• “Are you ready?”

• “Are you ready to order?”

• “Do you want a drink?”

• “Do you want something to drink?”

• “What do you want to drink?”

• “Do you want something else?”

2. Customer/Diner

• “I want ________, please.”

• “I would like ___________, please.”

• “What do you have?”

• “Do you have ___________?”

• “Have you got_______________?” (colloquial)

• “What have you got? (colloquial)

3. Server

• “Will that be all? Step forward, please”

• “ Next in line. Hi! May I help you, please?”

4. Diver/Customer

• “How much is that?”

43

• “How much?”

• “How much is the total bill?”

• “How much is the total?”

• “What is the amount (of the bill)?”

5. Server/waiter/waitress/counter help

• “That is ____ dollars and ____cents”

• “That is 2-50, please. ($2.50)”

• “(Please) Pay at the cashier/cash register.”

6. Customer/Diner

• “Can (May) I have this to go?”

• “Can (May) I have this to take with me?”

• “Can (May) I have this to carry out?”

• “Can (May) I pay with a credit card/a check?”

7. Server

• “(Please) Pay at the cashier/cash register.”

• “Please sign here”

• “Here is your change”

• “Here is your receipt.”

8. Other useful expressions

• “My table is dirty. Could you wipe it off?”

• “I need a glass, fork, napkin, etc.”

• “Do you have a rag/cloth to wipe my table?”

• “This is the wrong order.”

Types of Restaurants

fast food

cafeteria

sit-down

formal

casual

family style

Types of food

barbeque plate

44

beef/ham/turkey/chicken/sandwich

ribs

the daily special

Types of drinks

soft drink/coke/soda – a can of coke a beer – a glass of draft beer

tea – a cup of tea

coffee – a cup of coffee

water – a glass of water

tomato/orange juice – a glass of orange juice

Containers

A glass of ___________

A can of ___________

A bottle of ____________

A cup of ___________

Verb (action)/ Noun (thing)Verb (action)/ Noun (thing)Verb (action)/ Noun (thing)Verb (action)/ Noun (thing)

to drink / a drink

to cook / a cook

to order / an order

to pay for / a payment, the pay

to grill / a grill

to step (forward, back, up, down) / a step


The purpose of this lesson is to acquaint the student with Kansas City’s best know

culinary product, barbeque, and to be a template for food related vocabularies and

activities (restaurant and menu selections, the ordering of menu items, and paying for

those items). Acquaintance with food budgets, both daily and monthly, can serve to

teach basic economics and mathematics.

This offers an opportunity to use the tape recorder with prompts for

restaurant ordering. The activity provides an authentic and practical activity

(obtaining food in a restaurant) in English. The activity is adjusted to a

cafeteria-style barbeque restaurant for the Kansas City theme, but may be

adjusted to other types of restaurants. Since students may have had previous

45

exposure to ordering in fast food restaurants, previous experiences may be

applied.

This also provides an opportunity to have another English language

speaker (the tape recorder) in the classroom.

46

Day 10 Day 10 Day 10 Day 10 –––– Sports Sports Sports Sports

ObjectivesObjectivesObjectivesObjectives


Goal 3 Goal 3 Goal 3 Goal 3 – To use English to achieve academically in all content areas:

Standard 2 Standard 2 Standard 2 Standard 2 – Students will sue English to obtain, process, construct, and

provide subject matter information in spoken and written form.

Materials NeededMaterials NeededMaterials NeededMaterials Needed

1. Baseball glove, ball and bat.

2. Tickets to a baseball game

VocabularyVocabularyVocabularyVocabulary

stadium

loss

victor

fans

baseball

football

soccer

tennis

track

volleyball

strike

out

ball

field

goal

net

court

point

player

cheerleader

coach

47

referee umpire fan

ActivityActivityActivityActivity

The students are divided into two teams. Four bases are placed in a large open

room as if to form a baseball diamond. The teacher holds up vocabulary

relevant to sports. If the player gets the word right, he/she advances to the

next base. The game lasts five innings with each team getting three outs. An

out occurs when the team misses a word. A team gets a run when a player

advances to home base. Both teams are taken to a Kansas City Royals baseball

game preceded by a meal at Chapell’s in North Kansas City )a restaurant with a

great deal of sports memorabilia).

Discussion/RationaleDiscussion/RationaleDiscussion/RationaleDiscussion/Rationale

This unit will introduce the students to sports and its role in the culture. The

students will learn about baseball, football, basketball, soccer and vocabulary

relevant to these sports. The rationale involves the belief that in order for the

students to function well in this culture, they must have some understanding of the

role of sports.

QuizQuizQuizQuiz

1. How many players are there on a baseball team?

2. How many players are there on a football team?

3. Who are the Kansas City Royals?

4. Who are the Kansas City Chiefs?

5. Who is James Naismith?

6. Who are the Kansas Jayhawks?

7. How oes a team win a football game?

8. What is the Big 12 Conference?

9. Who were the Kasas City A’s?

10. Who is George Brett?

48

Days 11 and 12 Days 11 and 12 Days 11 and 12 Days 11 and 12 ---- “Take a Friend Around Day” “Take a Friend Around Day” “Take a Friend Around Day” “Take a Friend Around Day”

Lesson ObjectivesLesson ObjectivesLesson ObjectivesLesson Objectives

1. Students will use English to understand their Kansas City, MO maps.

2. Students will ask questions to each other regarding their findings.

3. Students will write out their citywide observations of Kansas City.


Goal 2, Standard 3.

Goal 1, Standard 1.

Goal 2, Standard 2.

Vocabulary:Vocabulary:Vocabulary:Vocabulary:

States, map, border, town, airport, city, interstate, flip, mass

transportation, newspaper, magazine, visit, advertisement, event, factoid, and

vacation spots.

Activity: “Everything’s Up To Date In Kansas City”: “Everything’s Up To Date In Kansas City”: “Everything’s Up To Date In Kansas City”: “Everything’s Up To Date In Kansas City”

Part A. “Map Quest” – Getting to know Kansas City

Using a “Kansas City, MO and Vicinity” map, let’s get oriented to Kansas City by

answering the following questions.

1. Name the 2 states located in the vicinity of Kansas City.

2. Name the 2 items that form the border between the states.

3. In what part of the city is the airport located?

4. Name 2 towns located close to the airport?

5. Locate the main interstates (I-35, I-29, I-435, I-635) and state how they

impact driving around Kansas City.

6. Is there a difference between Kansas City, Kansas and Kansas City,

Missouri? Explain your answer.

7. In what part of the city is Overland Park, KS?

8. Find Arrowhead Stadium (football) and Kauffman Stadium (baseball)

9. In what part of the city is the Country Club Plaza?

10. Flip over the map,…and list 3 attractions (and their locations) on

the map.

49

Part B. “Day Trips and Essentials” – Information Gathering and Decision Making

Using the welcome brochures and the assortment of information about Kansas

City, let’s see what the city has to offer the visitors.

1. Is there and art Gallery…and if so what is the name and where is it

located?

2. Find 2 pictures of the Kansas City fountains and 2 sentences about them?

3. Where can we watch a movie?

4. Is there a mass transportation system and what can we accomplish by

using it?

5. What is so unique about the Country Club Plaza---what does it offer?

6. Where can we go shopping?---also name 3 stores to visit.

7. What is the name of the main newspaper or magazine in Kansas City?

8. List an event that will be occurring during our visit in Kansas City?

9. Choose 2 advertisements of certain parts of the city, or of particular

shops/stores.

10. List 2 interesting factoids about Kansas City.

11. State 2 places you would visit for recreation ideas of vacations

spots.

12. What are some cultural aspects of interest to you from the

brochures?

13. Name 3 restaurants that could be great for breakfast, lunch or

dinner?

14. What are the universities in/nearby the Kansas City, MO?

15. What are your top 5 places you would go (or things your would

see!) to make sure that your visit to Kansas City would be a success (and

everything could be considered a bonus)!

Part C: “For Here…or To-Go” – Let Me Show You Kansas City

Decide on a full day of excursions in Kansas City by fill out our vacation

planner/itinerary. Be sure to include the sites you would visit, restaurants you

would eat at, amount of money you would spend, routes you will travel to get

around the city, historical sites to visit, where to listen to different types of

music, sports venues you hope to watch a game in. These are just some ideas

50

to start. This will also serve as a wrap-up and helpful reminder of time in

Kansas City.

Discussion/Rationale:Discussion/Rationale:Discussion/Rationale:Discussion/Rationale:

Visiting Kansas City, Missouri is a spectacular opportunity. In order to have the

maximum amount of time to find out about the city and all the treasures here,

it is necessary for students to orient themselves to the city and all that is

offered. Students will use an actual Kansas City map and many brochures to

learn the location of different exciting and historical places. Cultural elements

distinct to Kansas City will also be made clear. The conclusion will encompass

a wrap-up of the travels in the city through a personal journal entry.

incredible_kansas_city.pdf - ku.edutopeka/thematic_units/incredible_kansas_city.pdf · incredible...

Documents