assignment #3-thematic unit plan esl option

Assignment #3-Thematic Unit PlanESL Option

Kim Phillips557781853

Monday, March 19th 2012Second Language Acquisition

1. Vocabulary Words:Ancient- Belonging to the very distant past. A long time

ago.Civilization- A society (group of people) that is far along in social development. A particular society at a particular time and place.

Entertainment- A fun event, performance or activity

Greece- A country in Europe. Greece had a strong civilization before Rome did.

Literature- Written words that are usually popular and long lasting.

Architecture- A style of building that is specific to a time period, place or culture.

Government- A system by which a nation, state or community is ruled or exists.

Military- A group of soldiers. The armed forces of the

country.Theatre- A place where plays are performed.

Chorus- A group of actors who talk about what is happening in a play.

Comedy- Funny entertainment.

Tragedy- A sad or unhappy play.

Mythology- A set of stories or beliefs about a particular culture. In Greek mythology they had a set of Gods. Each God was special in their own way. Zeus was the king of all

god Activities to teach Vocabulary Words:Lesson One: In lesson one, the six “Greek Good Life Categories” will be represented by visuals

as well as discussed as a class. The students then get into groups and complete a graphic organizer brainstorming the six categories of Greek civilization. They will “show what they know” and then write what they would like to know in the context of those categories.Lesson Two: With the article “A Day At The Theatre” teacher will write definitions onto the hand out to help students answer questions on the worksheet.Lesson Three: Lesson three vocabulary will be discussed first in A/B partners and then shared with the class. There will also be a “contract” handed to groups of students to fill out with the definition of readers theatre as well as an explanation of the project.Vocabulary will be discussed throughout the whole unit, teacher intends to repeat and check for comprehension often. 2. 4 Strategies for Comprehensible Input:

● Clearly mark transitions during classroom activities. For one lesson I am making a checklist so students will clearly understand the instructions for the day. I intend to explain the activities but also have them go through the checklist. I also will write the learning intention up on the board at the beginning of class following the assessment for learning strategies.

● Periodically check to ensure ESL student is understanding. I often travel through the class discussing the lessons with students, checking for understanding. I, along with the classroom EA often speak to our ESL learner to give extra support.

● Teach the language of the subject, we will discuss and have activities that teach the specialized vocabulary of the units. Not only for my ESL learner, but for the whole class.

● Provide additional “wait time” for students responses to questions. I intend to spend time during this next practicum working on allowing for wait time. Not only for my ESL learner but for the whole class. While speaking with the ESL learner I intend to be extra conscious of the time I give the student to comprehend the question. I will do my best not to simply provide the answers.

3. 5 Contextual Supports:

● Visuals and non-verbal cues. The first lesson involves the class watching a slide show with pictures and responding to it whatever way they choose. I intend to make clear to my ESL learner that this means she can respond to the presentation in her own language.

● Instructions will be provided throughout my five weeks of practicum. In my second lesson a checklist will be developed for students to fill out showing that they have completed the lesson work. A contract for the readers theatre will be provided showing students what will be expected of them in their groups during the unit.

● Directed Reading activities. In my second lesson the students will be reading an article and highlighting key ideas (they have been working on this strategy throughout the year).

● Cooperative learning. Students will be given the opportunity to work in small groups in the first and third lesson as well as in A/B partners during the second lesson.

● Establish a supportive environment for language learning. This is an ongoing effort made by me, my sponsor teacher, the EA of the classroom and the students.

4. 1 extra-linguistic support and 1 modified text. For the first lesson, I will provide ESL learner with her own smaller graphic organizer to support her with the group work that she can draw on during the first visual presentation. See attached sheet. Modified Text: For the third lesson (readers theatre) along with giving ESL learner her own copy of the script, I will give her this summary and list of vocabulary. The vocabulary will have the extra linguistic support in that it includes visuals. I will also ask the student to summarize the story, giving her a worksheet with sentence starters. This way I am able to check for understanding. See attached sheet. 5. 3 Activities producing output

● In the first lesson when students get into groups they will be working on a graphic organizer talking about the six “Greek Good Life Categories”. They will be given sentence starters for each one of the categories. Example “I know...” and “I would like to know about...”

● In the second lesson students will be filling out a worksheet responding to an article about Ancient Greece and Theatre. There will be a section of the worksheet where students will fill in the blanks.

Example: The first Greek plays were performed by a ____________ of men.● The readers theatre lesson requires students to sign a contract outlining how they will

contribute to their group during the Readers Theatre Unit. They will be given options as to what activities/positions they can fill and they will be required to state “I have chosen to do _____________, because__________________________________________.

6. 3 Activities for meaningful oral interaction

● In the first lesson students will get into groups of four and access their previous knowledge concerning Greece. They will categorize their knowledge into the six main “Greek Good Life” concepts. This will give them an opportunity to show what they know and ask questions of what they would like to know. Each member of the group will be given a different coloured pen so that the teacher has a way of monitoring group interaction and participation.

● In the third lesson, students will get into A/B partners and discuss what they saw during the readers theatre performance. Then one partner will be required to share the other partners ideas to the class. The instructions for this kind of pair and share will be written up on the board.

● In the third lesson, the teacher will put students into groups of four and they will begin their readers theatre project. Groups will be required to discuss the roles they would be interested in filling during the performance. They will also look at a list of play descriptions and choose which play they would like to do. They will then fill out a contract stating what they intend to do and why they would like to do it.

7. 3 Assessment tools

● Observation: In the first lesson, I will have the attendance list of students monitoring what kind of participation they have during the class and group discussions.

● Student Checklist: Students will be required to fill out a checklist in the second lesson. This is a form of self assessment in that they are showing me they have completed their work.

● Student Contract: In the third lesson students will be given a contract that will set the criteria for their readers theatre project. This will be referred back to throughout the five weeks.

8. 1 way that cultural background will be reflected.

● The first lesson gives the English as a second language learner the opportunity to respond to a visual presentation with ideas written in their own language. I also intend to represent various cultures when I connect Ancient Greece to modern times, especially in my first slide show.

Athena and Arachne: How Spiders Came to Be

This play is about a woman named Arachne. She was very good at weaving. She was trained by the Goddess, Athena. One day she challenges Athena to a weaving contest. Arachne wins. However, because Arachne disrespected the Gods, Athena turned her into a spider.

This story tells us how the Greek people believed spiders were created.Vocabulary:Mortal: A human being

Tapestry: a heavy piece of cloth with pictures or patterns woven into it

Exquisite: very beautiful and delicatePurchase: BuyGods, schmods!: Slang or another way of saying “Who cares?” or “Big Deal!”Awe: A feeling of admiration and respect, mixed with a bit of fearLooms: machines used for weaving

Orb: sphere, globe or circle

Spindly: long, thin and rather weak. What was this play about?Fill in the blanks. 1. The human being in this play was named __________________.2. Athena is a ___________.3. Arachne becomes a _____________ because she ______________ Athena.

Lesson Plan Sample Template – Vancouver Island University Name: Kim PhillipsGrade 7 Topic Language Arts/

Social StudiesDate April 16th Allotted

Time55 minutes

Cite sources used to develop this plan:

Rationale: Why is this lesson relevant at this time with these students? It is important for students to be able to recognize the parallels between ancient civilizations and today. It is also important that students are given a context for their learning. During this Greece Unit Students will be asked to make connections between ancient life to self, community and world. I hope to invoke interest during this unit by appealing to students different interests and learning styles. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?Socials:A1 apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issuesB3 identify influences and contributions of ancient societies to present-day culturesEnglish: B6 select and use various strategies during reading and viewing to construct, monitor, and confirm meaning Assessment

Lesson OutcomeWhat will students

learn?

Sources of EvidenceWhat product or action will show what students

have learned?

CriteriaWhat will you look for in

this evidence?

Students will be able to:Respond to a visual presentation (Pecha Kucha slide show) showing aspects of modern day life through the scope of “the good life”.Categorize the different aspects that make up a “good life”.Brainstorm and tell what

Students will watch a Pecha Kucha (powerpoint with music) showing aspects of the modern day “good life”. They will make observations and represent it any way they please on a piece of paper (pictures, words etc.)As a class we will

Observation: I will have the attendance list and put a check mark beside those students who have spoken out in class or have shown strong group work.

they already know about Ancient Greece.

categorize the different aspects of “the good life”.From here students will get into groups and on a large piece of paper “show what they know” about Greece in the categories brainstormed as a class.

Resources, Material and Preparation: What resources, materials and preparation are required?2 slide shows must be prepared previously to the lesson. One with modern day pictures showing aspects of current so-called “good life” (such as food, housing, democracy, entertainment, celebrations etc). The second slide show will simply have pictures of ancient Greece as prompts for the group discussion/brainstorm section.Materials needed-Large paper for groups to write on.

1. Lesson Development PacingIntroduction:

● Pecha Kucha-The students will watch and respond to a series of pictures of the different aspects that we consider part of the “good life”. They will be required to either write notes, draw pictures or organize their thoughts in a graphic organizer as they watch the video.

Teaching/Learning Sequence:

● Teacher and students will talk about their observations and teacher will guide class to place the aspects shown in the presentation into 6 different categories.

6 GREEK GOOD LIFE CATEGORIES:Entertainment (Theatre, Art, Literature, Sports)Housing/ArchitectureRights/GovernmentMoneyFoodProtection/Military

● Students will get into groups and discuss each one of the categories. Then as a group they will “show what they know” in a mind map on a large sheet of paper. They will also be given opportunities to write questions to do with each of the categories. As they are doing this, another slide show will be playing with pictures to prompt student conversation.

Closure:● Teacher will explain that over the next month

10 minutes 15 minutes 20 minutes

students will be learning about Greece using the scope of the 6 aspects of society. Will hand out duotang that students will put all their work into.

10 minutes

1. Accommodations (adaptations, extensions, other ): How will you plan for students who

have learning/behaviour difficulties or require enrichment? Students will be asked to respond to the pecha kucha showing aspects of a so-called modern day “good life”. They will be asked to make connects between the pictures. The adaptation depending on the student is that they can respond to the pictures in any format they choose whether this be through pictures or words. The requirement is they will be able to explain their representation. Visuals are provided showing aspects of Greek society to help students along with their group work. I do not anticipate any need for extension activities during this lesson.



Time55 minutes

Cite sources used to develop this plan: “Greeks, Facts, Things to Make, Activities” published by Watt Books. Photocopied “A Day at the Theatre” article.History Pockets for Ancient Greece: idea for paper plates art activity.

Rationale: Why is this lesson relevant at this time with these students? This lesson introduces the topic of theatre in terms of “entertainment” in the “6 Greek Good Life Categories”. It is relevant to the students as it shows the beginnings of theatre and performance which translates to the entertainment they see today (film, theatre, television). This topic provides scaffolding for the Readers Theatre unit they will have for English. Students will also get to design a theatre mask which can be used in their Readers Theatre performance. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?Art:A5 Create 2D and 3D images for specific purposes (drama, historical context)Socials:B3 identify influences and contributions of ancient societies to present-day cultures Language Arts: B1 read fluently and demonstrate comprehension and interpretation of a range of grade-appropriate literary texts, featuring some complexity in theme and writing techniques, including– literature reflecting a variety of ancient and modern cultures

AssessmentLesson OutcomeWhat will students

learn?


have learned?


this evidence?

Students will be able to:Read “A Day at the Theatre” article that explains the origin of theatre and plays. They will then answer a series of questions based on the article.From here students will design their own theatre mask.

“A Day at the Theatre” worksheet.A paper plate mask in the style of the Greek theatre masks.Students will be given a checklist for the day.

Thoughtful completion of worksheetUnique mask that fits to the guidelines provided for mask making.Produce checklist and evidence that items are completed on checklist.

Resources, Material and Preparation: What resources, materials and preparation are required?Photocopy “A Day At the Theatre” Article from the book “Greeks”Make own question and answer sheet (Make sure to include some critical thinking)Student checklistPaper Plates, Colouring utensils


● Show picture of the comedy and tragedy masks and ask the class what they know about these masks. Then introduce theatre in Ancient Greece.

● Make sure to draw parallel between theatre and the “Entertainment” category of the “Six Greece Good Life”

● Hand out student checklist for the dayTeaching/Learning Sequence:

● Students will read “A Day at the Theatre” and highlight important ideas.

● Students will write answers on worksheet.● Students will then create a theatre mask on a paper

plate.Closure:

● Teacher will question class about what they learned during this lesson.

● Explain that the next class we will be talking about Readers Theatre and Greek mythology

10 minutes 10 minutes 10 minutes20 minutes 5 minutes

Accommodations (adaptations, extensions, other ): How will you plan for students who have learning/behaviour difficulties or require enrichment?

If student finishes their mask early, they will be given some books/resources on Greek mythology. They will then make a second mask depicting a Greek God.Adaptations include having certain definitions written on the handout for students to understand some of the wording/terminology in the article.



Time55 minutes

Cite sources used to develop this plan:

Rationale: Why is this lesson relevant at this time with these students? Greek mythology promotes captivated readers. The stories of Greek myths provides scaffolding for high school literature as well. Readers theatre parallels many of the important aspects of Greek entertainment as well as gives an opportunity for the students to hear more Greek plays then they would probably get to if they were simply reading on their own. Readers theatre gives every student an opportunity to work on something they are good at. If a student does not wish to act, they can be in charge of sound effects, props or costumes. Readers theatre is also useful in that adaptations can be made for students who have issues reading or writing. They still have access to the material. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?Language Arts: B6 select and use various strategies during reading and viewing to construct, monitor, and confirm meaningSocial Studies:B1 analyse the concept of civilization as it applies to selected ancient culturesDrama: C1 analyse the role of drama in a variety of social, cultural, and historical contextsA3 demonstrate collaboration skills during drama Assessment

Lesson OutcomeWhat will students

learn?


have learned?


this evidence?

Students will be able to:-Understand the concept

Students will answer a worksheet with

Good collaboration in groups (completed

of readers theatre-Work collectively in groups to choose a play and assign roles

questions on readers theatre “What did you see?”Students will be put into groups and have to fill out a contract of what roles they will fill in their readers theatre group as well as what play they have chosen.

contract)Completed worksheetsClear critical thinking

Resources, Material and Preparation: What resources, materials and preparation are required?Teachers will prepare and perform their own readers theatre play.2 worksheet “What did you see” and “What will you do?”


● Hook: Teachers will perform their own readers theatre, students will fill out the “What did you see” worksheet

Teaching/Learning Sequence:● Students will do A/B partner share● One student from each partner group will share with

the class what they saw● Teacher will get students into Readers Theatre

Groups of 4● In groups of 4 students will begin to plan their

readers theatre project. Each group will be given a contract to fill out in terms of what play/roles they will be performing

Closure:● Teacher will explain that whenever students are done

work during class time they will be expected to work on their readers theatre projects

15 minutes 10 minutes10 minutes 5 minutes 10 minutes 5 minutes

Accommodations (adaptations, extensions, other ): How will you plan for students who have learning/behaviour difficulties or require enrichment?In this particular lesson and those to come involving readers theatre, students will be given the opportunities to contribute to the performance in various ways. This means that the skills and assets of the individual student will be highlighted. They can choose to be in charge of side effects, props or can be one of the actors. In terms of extensions, the beauty of a culminating project such as this is that students will be able to work on their readers theatre whenever they finish early in class.

assignment #3-thematic unit plan esl option

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