unit plan final - linnea johnson

Unit Plan Project: Where in the World

Linnea Johnson

EDUC 602: Instructional Systems Development (TESOL Section)

Fall 2014

Linnea Johnson, Unit Plan Project

Unit Plan: Where in the World?

Program description:

Baltimore City Public Schools’ Northeast Middle School is home to the International Student Education Center which has a newcomer program is that devoted to help international students acclimate to the language and culture of the United States. When new students arrive, they are tested for English language proficiency. Students whose scores indicate a limited English proficiency are deemed eligible for ESOL services. The students are entitled to one school year of sheltered English instruction within the content areas for one year and for the subsequent years either pull-out or push-in instruction to supplement their transition to mainstream classrooms. The school serves grades 6-8. Unfortunately, the number of ESOL students served by this program was not available.

Course description:

The ESOL Social Studies is part of Northeast Middle School’s newcomer program that focuses on sheltered language instruction to newcomers in their first school year of ESOL services. It combines English language teaching with the mainstream social studies content. The class takes place in the ESOL Social Studies classroom in the ESOL wing of the school. The classroom has the same classroom equipment – white board, computer and projector as mainstream classrooms. This class meets daily for 45 minutes. This unit would take place at the beginning of the school year. The course lasts the entire 2104-2015 school year.

Learner profile:

For the purpose of this project, my class will consist of fourteen sixth graders in a public school newcomer program. Eight of the students are native Spanish speakers. Two students are native Arabic speakers. Two students are native French speakers. One student is a native Thai speaker. One student is a native Haitian Creole speaker. One of the Arabic speaking students and one of the French speaking students have had limited or interrupted schooling in the prior two years due to conflict in their countries and resettlement. All of the students are in their first year enrolled in the Baltimore City Public School system and are a part of the newcomer program. While individual proficiencies vary, they all fall in the WIDA categories of ‘Entering’ or ‘Beginning’ English Language Learners. They are students in my ESOL Social Studies class.

Unit content:

This unit introduces social studies content: the seven continents – North America, South America, Europe, Asia, Africa, Antarctica, Australia and the five oceans – Atlantic, Pacific, Indian, and Arctic, Southern.

This unit reviews the following language items: simple present tense of “to be”prepositions: on, in, next to and fromquestion words: what, where

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This unit introduces the following language itemsQuestion words – which, how manyComparatives – largest, larger, smallest, smaller, most, least, more, lessContent vocabulary: continent, country, city, population, north, south, east, west

Unit objectives:

By the end of the unit, the students will write complete sentences correctly stating the city, state, country and continent where they live currently.

By the end of the unit, the students will write complete sentences correctly stating their native country and continent.

By the end of the unit, the students will name the seven continents orally. By the end of the unit, the students will point to the seven continents and five oceans

on a map. By the end of the unit, the students will answer oral and written questions regarding the

seven continents using the comparative adjectives regarding their land mass size and population.

By the end of the unit, the students will name the five oceans orally. By the end of the unit, the students will be able to orally describe the seven continents’

and five oceans’ relation to each other on the map using directional adjectives “north”’ ”south”’, “east” and “west” and prepositions “from”, “next to” and “of”.

Unit Materials:

World Map – large poster or bulletin board

World Map cut-outs

Cloze dialog worksheet

paper, markers, pens or pencils

Source(s)

https://www.mheonline.com/assets/pdf/download/discovering_world_geography_full_survey_2014_toc.pdf

http://www.northeastmiddle.org/index.jsp

http://www.corestandards.org/ELA-Literacy/RH/6-8/#CCSS.ELA-Literacy.RH.6-8.4

Standards addressed:

WIDA ELP Standard 5: The Language of Social Studies, Formative Framework Identify locations of land and water masses on maps based on oral statements and

checkwith a partner

Sort locations on maps by land or water masses based on oral statements and check with a partner

CCSS.ELA-LITERACY.RH.6-8.4

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Linnea, 11/04/15,

Through visuals and






Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with

other information in print and digital texts.

Principles implemented:

Frequency The lessons teach directional adjectives and other frequently occurring words in the academic context of social studies. The lessons also teach prepositions and comparatives which are frequently occurring words in English in everyday life and academically.

Keep Moving Forward The lessons progress and build upon each other. We start by defining what a continent is and end with the directional relationships of continents and oceans and comparing their characteristics.

Motivation The lessons use the students’ native countries and their own travels as examples to personalize the content.

Output The students have to produce the language to participate in the dialog, question and answer sessions and partner discussions that are a part of the lessons.

Deliberate Learning Although these are social studies content lessons, English language spelling and pronunciation teaching and/ or practice are included in each lesson.

Learning Style The lessons have elements that appeal to the visual, auditory and kinesthetic learner through the use of maps, dialogs, manipulative props and physical movement.

Lesson 1 – full 45 minute lesson

Lesson Title: Where in the World – Where are you from and where are you now?

Target Content

Language items (vocabulary, grammar, pragmatics, etc.)Simple present tenseQuestion words – what, where,Prepositions – in, from, on

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Other content (applicable for content-based instruction)continent, country, state, city

Objective(s)

A student, given he or she completes lesson 1, should be able to write at least 1-2 complete sentences correctly stating the city, state, country and continent where he or she lives currently.

A student, given he or she completes lesson 1, should be able to correctly answer questions identifying the city, state, country and continent where he or she lives currently and his or her native country and continent.

A student, given he or she completes lesson 1, should be able to write least 1-2 complete sentences correctly stating their native country and continent.

A student, given he or she completes lesson 1 should be able to read aloud the seven continents orally when their names pointed out on a map.

Lesson Materials:


Cloze dialog worksheet

Colored pens or pencils

Source(s)

https://www.mheonline.com/assets/pdf/download/discovering_world_geography_full_survey_2014_toc.pdf (research for 6th grade content sequence)

http://www.superteacherworksheets.com (printable map)

Procedures

Warm- up (3minutes)

The teacher references the previous day’s lesson about the city, state and country where the school is located when he/she asks the students, “Who remembers what city our school is in?” The students answer, “Baltimore”. Teacher asks: “What state is Baltimore in?” The students answer, “Maryland”. Teacher asks, “What country is Maryland in?” The students answer, “America” or “United States”.

Teacher explains that the United States of America is part of a continent called North America. The teacher could use analogies to aid understanding (ex: children: family)

Presentation (17 minutes)

The teacher points to image of North America in the large world map and reads and points to the printed words, North America. The teacher asks the

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http://www.superteacherworksheets.com/




students to repeat the words. While pointing to N.A. on the map, teacher asks the students if they know of any other countries in North America. The students respond with what they know. The teacher helps as needed, paying particular attention to mention the native countries of students in the class. The teacher moves on to South America and again points out the words, asks the students to repeat orally. The teacher asks if they know of any countries in South America, The students respond with what they know. The teacher helps as needed, paying particular attention to mention the native countries of students in the class. The teacher repeats the same questions through the rest of the continents. Teacher demonstrates how to spell and pronounce each continent. The students orally repeat the pronunciation after the teacher and write down the spelling in their notebooks.

The teacher asks all the students to stand up and find USA on the big world map poster and stand together in front of it. Then ask each student find their native countries on world map and move to stand in front of it on the map and point to their native country. The teacher helps students as needed.

While kids are standing at the map and grouped next to each other based on their country of origin and its continent, the teacher leads a class discussion about the countries where the students are standing. The teacher asks the students one by one what country they are from and what continent they think it’s a part of. When the children from islands ask about their continent, teacher explains that each country is a part of a continent even if it’s not touching other countries (ex. Haiti).

Guided practice (8 minutes)

The students return to their seats and complete cloze written worksheet. (see attached “ Continents Worksheet” document)

The teacher circulates and helps the students as needed. When all are finished, they review and correct the worksheet as a class.

Independent Practice (10 minutes)

Students write their answers in the dialog section of the cloze worksheet. Students complete paired dialog with rotating partners using inside outside circle rotation

What country are you from? I am from _______

What continent is that country on? ______ is on the continent of _________

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All students rotate until all have taken a turn as Student A and Student B.

Evaluation (4 minutes)

Teacher leads question and answer oral review using the questions below:

Is the United States on the continent of Europe? Students answer no

Is Congo on the continent of Africa? Students answer yes.

Using a student as an example. Is Maribel from the continent of Asia or South America?

Which continents start with a vowel?

Which continents start with a consonant?

Closure (3 minutes)

Exit ticket – write the city, state country and continent that they live in now on a post it and turn it in to the teacher

Lesson 2 – description only

Lesson Title: Where in the World? Comparing the Continents – Which is bigger? Which has the most people?

Description: The teacher follows up the previous lesson’s city – state- country – continent theme and places it in the context of size to teach comparatives. The students explore the featured pages of Where in The World book to answer questions about population and size. The teacher gives the students continent cut outs to compare size of continents.

Target Language Items (vocabulary, grammar, pragmatics, etc.) comparative adjectives- largest, larger, smallest, smaller, most, least, more, less

Target Content (applicable for content-based instruction) population, size

Objective(s)

A student, given he or she completes lesson 1 and 2 should be able to name all seven continents orally.

A student, given he or she completes lesson 1 and 2 should be able to compare 3 pictures and sort them from smallest to largest.

A student, given he or she completes lesson 1 and 2 should be able to orally answer questions comparing the seven continents using the comparative adjectives regarding their land mass size and population.

Materials

World Map continent cut outs (Continents 3 part cards document)


Where in the World (DK Publishing, 2013) (see 2 attached pictures of the pages from the book)

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Source(s)

Where in the World (DK Publishing, 2013)

http://www.worldatlas.com/aatlas/infopage/contnent.htm

Lesson 3 – description only

Lesson Title: Putting it all together with the Oceans

Description: Show the music video to review the continents and introduce the oceans. Introduce the preposition “next to” to demonstrate location of oceans in relation to the continents. Introduce the compass rose and north, south, east, west. Practice giving and receiving directions through “The Amazing Race” Travel scenario activity where students have to travel along a world map on the floor. Please see the attached travel scenario activity document. The activity will be timed. The team who reaches their destination and correctly complete their handout first will get a prize.

Target Language Items (vocabulary, grammar, pragmatics, etc.) pragmatics: giving and following oral directions using north, south, east, west; checking for understanding

Target Content (applicable for content-based instruction) north, south, east, west, compass

Objective(s)

A student, given he or she completes lesson 1, 2 and 3 should be able to name the five oceans orally.

A student, given he or she completes lesson 1, 2 and 3 should be able to point to the seven continents and five oceans on a map.

A student, given he or she completes lesson 1, 2 and 3 should be able to orally describe the seven continents’ and five oceans’ relation to each other on the map using directional adjectives “north”’ ”south”’, “east” and “west” and prepositions “from”, “next to” and “of”.

Materials

4 World Map posters on the floor

Travel scenario handouts (Please see the attached travel scenario activity document.)

Video - The Continents and Oceans (LMFAO Remix) http://youtu.be/lQ2V-VgCJgI (projector, laptop, internet connection)

Source(s)

Where in the World (DK Publishing, 2013)


ReferencesWhere in the World

DK Publishing. (2013). Where on Earth. DK Publishing, Inc.

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http://youtu.be/lQ2V-VgCJgI





https://www.mheonline.com/assets/pdf/download/discovering_world_geography_full_survey_2014_toc.pdf [PDF document] *research for 6th grade content sequence

http://www.superteacherworksheets.com [PDF document]


http://www.imagineourlife.com/printables/Continents-3-Part-Cards.pdf [PDF document]

The Continents and Oceans (LMFAO Remix) http://youtu.be/lQ2V-VgCJgI [video]

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http://www.superteacherworksheets.com/

http://www.imagineourlife.com/printables/Continents-3-Part-Cards.pdf

http://youtu.be/lQ2V-VgCJgI

unit plan final - linnea johnson

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