flesfest 2011 thematic planning - helenacurtainswiki 2011... · thematic planning flesfest 2011 ......

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Responding to the Diverse Needs of the Learner

Helena Curtain [email protected]

Thematic Planning

FLESFEST 2011

helenacurtainswiki. wikispaces.com

Email [email protected]

Standards for Foreign Language Learning

in the 21st Century

Connections Comparisons

Communities Cultures

Communication Big Idea/Enduring Understanding: Participants will understand that thematic planning is an effective tool for language development.

Essential Question: How can we use the concepts of thematic planning to meet the diverse needs of learners ?

Makes instruction more

comprehensible because

the theme creates a meaningful context for standards-based

learning

Thematic Instruction

• Changes the instructional focus from isolated pieces of information to information revolving around a meaningful center.


• Allows students to express complex thinking even though they may be using novice level language


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Simple language /complex thinking

No soy un abrigo.

Thematic planning allows teachers to

take control of instruction!

Thematic planning puts the teacher in the role of instructional designer /curriculum developer.

…not page-by-page use of the textbook… which gives away control to someone else

Connections Comparisons

Communities Cultures

Communication How do we move from standards in our

curriculum documents to THEMES? Foods

and People

Communication Interpersonal Interpretive Presentational

Cultures Perspectives

Practices Products

Connections Making connections Acquiring new information

Comparisons Language Culture

Communities Language within & beyond the school Lifelong learners

Lesson Lesson

Lesson

Activities

Lessons!

Language in Use (Communication)

Culture(s) Content (Connections)

Thematic

Center


Content (Connections)

Culture(s)

Connections Communication

Cultures Communities

Comparisons

Thematic

Center

Theme Standards Outcomes

Final Assessment

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The Learner The learner is a self-motivated,

self-directed problem-solver who derives a sense of self-

worth and confidence through a variety of accomplishments.

The Learner Madeline Hunter

Not paying attention to the needs of the learner is like leaving for the airport without the passenger… so that you’ll get there on time.

What do Learners Need?

They Need Tasks That are:

Intrinsically Interesting

Cognitively Engaging

Culturally Connected

Communicatively Purposeful


They need

Context Games Stories

How Do We Create Context

Music, dance Songs, chants,

Poetry Rhymes

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Social situations: role plays Drama

Subject Content Instruction Connecting to the Regular Curriculum

How Do We Create Context?

Thematic Instruction!

What do Learners Need? Story Form

Focusing the Unit:

The Story Form Lens

Beginning

Middle

End Story Form

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Plan for a happy ending…

from the beginning!


Higher order rather than lower order

thinking

Science Reading Math Soc/Sci compare ideas

classify compare contrast

sort sequence

collect data

take notes collect data

collect data

interpret data

organize facts

analyze interpret data

communicate results

logically arrange information

graph, construct tables

make maps

predicting predicting predicting predicting

Academic Skills & Processes

Original Terms New Terms •  Evaluation

•  Synthesis

•  Analysis

•  Application

•  Comprehension

•  Knowledge

• Creating

• Evaluating

• Analyzing

• Applying

• Understanding

• Remembering

Blooms Revised Taxonomy What do Learners Need?

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Playfulness “Leave Nothing Behind”

Kieran Egan

Planning Thematic

Units Thematic

Center

Language in use

Content

Culture

Moving

From TOPIC

to

Bear Web: Loose Collection of Topics What is the difference between a topic and a theme?

Adapted from: Jane Harper, Mary K. Williams, Madeline G. Lively. From Topic to Theme by Cherice Montgomery & Helena Curtain

TOPIC THEME • Tells students what

they are going to talk about

• Encourages students to explore the significance of some aspect of a topic …

What is the difference between a topic and a theme?

Adapted from: Jane Harper, Mary K. Williams, Madeline G. Lively. From Topic to Theme by Cherice Montgomery & Helena Curtain

TOPIC THEME • Loose collection of

ideas • Focused, organized

collection of ideas

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Courtesy of Chuck Thorpe

Source: Cherice Montgomery Source: Cherice Montgomery

Theme: Columbian Exchange

Topic: Food

Timeline of Columbus’ Voyages/ Routes

Colors Of

Food

Food Groups Geography/Climate

Where Is It Grown?

Foods Of the

New World (Circa 1492)

Foods Of the

Old World (Circa 1492)

Common Staples

Then and Now

Food Pyramid:

1492, Today

Beans Corn Beets Pineapples Okra Carrots Eggplant Squash Pumpkins Sunflowers

Cacao Lettuce

Wheat Peas Peanuts Tomatoes Potatoes Beets Strawberries Peppers Broccoli Onions Bananas

Columbian Exchange

Bananas ��Beets ��Broccoli��Carrots ��Eggplant��Lettuce��Okra��Onions ��Peas ��Radishes ��Wheat��Yams

Eastern Hemisphere “Old World”

Beans Cacao Corn Gourds Peanuts Peppers Pineapples Potatoes Pumpkins Squash Strawberries Sunflowers Tomatoes

Western Hemisphere “New World”

4000 B.C. Oranges and watermelons 3600 B.C. Popcorn 2000 B.C. Marshmallows 490 B.C. Pasta and macaroni 200 B.C. Potatoes 1395 Gingerbread and Lebkuchen 1484 Hot dogs 1544 Tomatoes in Europe 1553 Potatoes in Europe 1762 Sandwiches 1819 Spaghetti

Foods Timeline Theme:

What we eat around the world.

Topic: Food United States: The Revis family of NorthCarolina Food expenditure for one week: $341.98

Favorite foods: spaghetti, potatoes, sesame chicken

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Mexico: The Casales family of Cuernavaca Food expenditure for one week: 1,862.78 Mexican Pesos or $189.09

Favorite foods: pizza, crab, pasta, chicken

Ecuador: The Ayme family of Tingo Food expenditure for one week: $31.55

Family recipe: Potato soup with cabbage

Theme: Environmental Pollution

Topic: Food

饥饿的小龙�� Hungry Dragon

徐吉老师 Xu Lao Shi

(Angela Xu) 2009年7月

这是小龙。他住在水里。��This is the dragon and he lives in the water.

有时候水会被污染。��Sometimes the water is polluted.

小龙喜欢吃米饭。米饭要用水做。��The dragon likes to eat rice cooked with water.

星期一，小龙吃了一碗米饭。他说“我不喜欢，我觉得不舒服!” 水被污染了。

On Monday. The dragon eats a bowl of rice and says, “Umm, I don’t like it! I do not feel

comfortable!” The water is polluted.

星期二，小龙吃了两碗粥。他说“我不喜欢，我觉得不舒服!”水被污染了。

On Tuesday. The dragon eats two bowls of porridge and says, “Umm, I don’t like it! I do not

feel comfortable!” The water is polluted.

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星期三，小龙吃了三条鱼。他说“我不喜欢，我觉得不舒服!” 水被污染了。

On Wednesday. The dragon eats three pieces of fish and says, “Umm, I don’t like it! I do not feel


星期四，小龙喝了四杯茶。他说“我不喜欢，我觉得不舒服!” 水被污染了。

One Thursday. The dragon drinks four cups of tea and says, “Umm, I don’t like it! I do not feel


星期五，小龙喝了五锅汤。他说“我不喜欢，我觉得不舒服!” 水被污染了。

On Friday. The dragon drinks five bowls of soup and says, “Umm, I don’t like it! I do not feel

comfortable! The water is polluted.”

星期六，小龙病了。为什么？ On Saturday. The dragon is sick. Why? 水被污染了。 The water is polluted!

小朋友去海边检去很多垃圾。他们给小龙带了一瓶水。 So the children pick up all the garbage from the water.

They bring a bottle of clean water to the dragon.

星期天，小龙喝了一瓶水。他说“我喜欢，我觉得很舒服!” On Sunday. The dragon drinks a bottle of water and said, “Hmm, I like it! I feel comfortable!”

最后，小龙快乐的跳进水里回家了。��Lastly, the dragon jumps into the clean water and

is happy.

Thematic

Center



Culture(s)

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Planning Thematic Units

Backward Planning

If you don’t know where you are going…

you will probably end up someplace else!

Planning Backward •  based on the work of

•  Grant Wiggins and Jay McTighe and others…

Stages in the Backward Design Process

Identify desired results

Determine acceptable evidence

Plan learning experiences

and instruction

Stage 1:

Identify desired results What is worthy and

requiring of understanding?

Enduring Understanding (BIG IDEA)

Essential Question

What do I want my students to understand about this topic?

What is most important about this topic?

Enduring Understandng BIG IDEA

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Essential Question (Focus Question)

What students will examine and learn in the unit

I have re-written a great deal of my curriculum using UbD templates and have refocused my thinking from "what am I teaching?" to "why is this important to know?" or "what do I want them to remember about this years from now?" Rachel Hernandez

Enduring Understanding & Essential Question

Although it may seem like another teaching fad to some, I find that UbD is a well grounded approach to education that if used well will lead to a better development of higher order thinking skills in students. Rachel Hernandez


…thought provoking open-ended theme which encapsulates why the knowledge that is being presented is significant. Willard Heller


Big ideas in Social Studies are…��•  All people are similar. All people are

different. •  Where we live affects how we live. •  The world is a place that is organized and

understandable. •  How we live today will affect how others

and we live in the future. •  Our past helps us to understand how we live

today.

Enduring Understanding & Essential Question Topic “Family”

BIG Idea Family members help and support each other in many different ways.

Essential Question: How does family play a role in helping me to survive?

Topic: Numbers from 1-10


How do you say the numbers from 1-10?

Numbers from 1-10 Switch from teaching #s 1-10 to what the students will be able to do with them. Rebecca Schwerdtfeger


How can I buy something for $10.00 or less?


The key seems to be to take our eyes off the actual content and consider its significance in real life. Willard Heller

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Stage 2:

Determine acceptable evidence What is evidence

of understanding?

Stage 3:

What learning experiences and teaching promote understanding, interest, and excellence?


and instruction

Stage 3:


and instruction.

The work must be purposeful from the student’s point of view.

Stage 3:

Plan learning experienc

es and instructio

n.

Where are we headed? (Guiding question, final product or performance)

Stage 3:

Plan learning experienc

es and instructio

n.

Hook the student through engaging and provocative entry points.

Organizing the Unit

The Logic of Narrative

The Story Structure as a Curricular Design

Thinking like a Storyteller Beginning

Middle

End Story Form

Organizing the Unit

The Logic of Application

Curriculum as Task Analysis

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Thinking like a Coach

Organizing the Unit

Thematic

Center



Culture(s)

A Framework for Curriculum Development

(With provisions for integrating language,content and culture.)

Carol Ann Dahlberg Concordia College, Moorhead, MN

Activities

Instructional Materials

Classroom Setting

Grammatical Structures

Vocabulary

Developmental Level

Teacher Characteristics

Learner Characteristics

Learning Style

Experiential Background

Teacher Characteristics

Learner Characteristics

Learning Style Experiential Background

Developmental Level

Culture

Subject Content

Language in Use

Thematic Center

Assessments

Lesson Plan Format Lesson Plan Format: Greg Duncan

Opening activity Activity….

Closing activity

Activity….

Materials Needed

Activity….

Stage 1: What will students know and be able to do at the end of this lesson? Stage 2: How will you know that students can do that?

Stage 3: What instructional activities will be used?

Process of Curriculum

Development

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•  Standards, Performance Guidelines, local and state curriculum frameworks;

1. Identify sources of outcomes:


• Lists of language functions (language in use)

Communicative Functions/ Language in Use

Socializing Exchanging information Getting things done Expressing attitudes Establishing/maintaining

communication

Language Functions in Where do Animals Live

Unit?

???

Where do Animals Live? Science

Animal habitats Animal food How animals move Food chain? Endangered animals?

Geography Locations of animal habitats Continents Countries Landforms

Mathematics Measuring animal sizes in metric system Estimating Paper strips Graphing favorite animals of class Comparing sizes Plotting animal populations on a graph

Art Animals in art works Making animal masks Drawing picture from an animal’s perspective

Language Arts Stories /retelling stories Poems Chants Rhymes Animal sayings Gouin Series Skits Oral Presentation Games Writing LEA Stories Drama Fantasy Visit to Habitat Skits

Social Studies Animals as symbols Importance of animal to the culture Pets Perspective Taking

Physical Education Animal locomotion charades/pantomime

Music Rhymes Raps Songs

Where do

Animals Live?

Language Functions

• identifying • asking for/giving

information • describing • narrating personal

experiences • inquiring about or

expressing knowledge

• inquiring about or expressing opinions

• asking for/giving permission

• stating necessity and need • inquiring about or

expressing likes /dislikes/ preferences

Exchanging Information


• Culture frameworks; symbols, products, practices

Practices Products

Perspectives

Culture products, practices, perspectives

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Interdisciplinary connections 1. Identify sources of

outcomes:

• Content guides for curriculum areas

2. Choose a thematic center/ Unit focus

•  Curriculum concept • Poem

• Story • Book

•  School/grade focus

• Art

• Music

Enduring Understanding:“BIG”Idea

Essential Question(s):

3. Develop an enduring understanding and essential (focus) question for the unit.

4. Brainstorm / develop a web of potential

content activities

outcomes

for the unit

Music/ Fine Arts

Mathe- matics

Physical Education

Social Studies

Science

Theme Language

Arts

Language Infused

throughout

Culture Infused

throughout

2 + 2

Logical-Mathematical

Spatial

Intrapersonal

Bodily-Kinesthetic

Interpersonal

Musical

ABC

Linguistic Naturalist

Timeline of Columbus’

Voyages/ Routes

Colors Of

Food

Food Groups

Geography/Climate Where Is It Grown?

Foods Of the

New World (Circa 1492)

Foods Of the

Old World (Circa 1492)

Common Staples

Then and Now

Food Pyramid:

1492, Today

5. Make selections for the unit from the web;

lay out on unit plan inventory.

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Stage 1: What should students know and be able to do? Stage 2: How will students demonstrate what they know and can do?

Stage 3: What activities will prepare students to show what they know and can do?

Sample Unit Plan Inventory

(With Visuals)

¿Qué es una llama?

Essential Question: How does the llama affect Peruvian culture and economics?

Targeted Standards: (local and/or national)

Enduring Understanding (Big Idea)

The place we live in affects how we live.

2. Students will be able to compare the llama to other camelids and other animals according to physical characteristics and habitat.

Outcomes (Progress Indicators): 1. Students will be able to identify the importance of the llama in Peruvian society according to the use of wool, meat and transportation.

Condor Alpaca

Vicuña

Assessment Interpersonal Students will describe a picture of an animal and their partner will draw the animal being described. Students will ask questions such as;

“¿El animal tiene orejas grandes o pequeñas?” “Las orejas son muy pequeñas.”

Assessment Interpretive Students will listen to (or read) short descriptions of animals and answer questions based on the reading.

Assessment Presentational Students will write & illustrate a short story about a llama describing its life and and present it orally to their peers.

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Language Functions -Identify camelids, their physical characteristics and habitats -Describe a llama

-Inquire about a llama Why do they spit? What does their wool feel like? Are they big or small? How big are their teeth? What color are they?

Vocabulary -Colors -Body parts (orejas, patas..)

-sizes (grande, alto..)

-geography (norte, costa, montaña, Peru..)

-animals (llama, alpaca, guanaco, vicuña, gatro, perro..) - Adjectives (soft, tall, gentle…)

-clothes chompa chalina abrigo guantes -texture (suave, áspero..)

Grammar -tiene -es -vive en -come -escupe -se usa para -más…que -le gusta

Vocabulary -- Body parts - Clothing (chompa, chalina, chullo) - Colors (review) - Animals - Places - Sizes - Animal foods

Grammar -tiene -es -vive en -come -escupe -se usa para -más…que -le gusta

Major Lesson Topics, Performances (Assessments)

Major Lesson Topics, Performances (Assessments) Beginning…

-Locate Perú on a world map / globe

-Cultural Fantasy (Un viaje en las montañas)

Major Lesson Topics, Performances (Assessments) Middle… - Express animal likes/dislikes - Identify four camelids -TPRS (La llama que escupe) - Gouin (Action) series about making wool - Write animal diamante poem including color, three adjectives, place and animal

-  Compare & contrast camelids with U.S. domestic animals

- Color and discuss the Peruvian flag and its symbols

Major Lesson Topics, Performances (Assessments) Middle Continued… - Ask Twenty Questions about animal in bag (Is it black?, Is it soft?…) - Read llama books to the class - Camelid Base Groups/Expert Groups jigsaw

Major Lesson Topics, Performances (Assessments)

¿Qué es una llama?

- End….. Present their llama story to the class

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Other Possible Lesson Ideas

¡En español!

Possible Lesson Ideas Why are they running away?

Possible Lesson Ideas This llama is thirsty!

Possible Lesson Ideas Traffic Jam!

Possible Lesson Ideas Alpaca Cousins Movie Stars!

Possible Lesson Ideas At the restaurant!

Choose your dinner!

Sample Content-related

Unit ¿Por qué se mueve la tierra?

Jennie Griswold

Essential Question: Why does the earth move?

Outcomes (Objectives): 1. Students will be able to describe the features of a volcano, vocabulary related to its eruptions and its importance in Peru.

2. Students will be able to compare and contrast volcanoes and their eruptions in the U.S. and Peru.

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Outcomes (Objectives): 3. Students will be able to classify weather patterns in and around volcanoes. 4. Students will be able to identify volcanic rocks.

Sample Rain Forest

Unit

Sample Thematic Unit

Social Studies Science

Fine Arts

Math Culture

The Great Kapok

Tree L. Cherry

Physical Ed.

Language Arts

Jackie Dove

Elmbrook (WI) Schools

Science

Endangered plants & animals

Classifications of plants & animals

4 levels of the rain forest

Weather

Comparison of rain forest & other climate regions

Ecology Greenhouse

Water cycle

Biodiversity

Rain forest products

Plant & animal adaptations

Skit

Read literature about the rain forest

Poetry

Oral Presentations

Language experience stories

Library research

Write own stories

Retelling stories

Write postcards

Rain forest games

Create class book

Language Arts

Create a brochure

Design 3-D Insects & plants

Tissue paper orchids

Drawing of plants & animals

Rhythms Raps

Murals

Rain forest sounds on cassette

Make buttons

Fantasy visit To the Rain forest

Fine Arts

Culture

Green peace

Work of French artist Henri Rousseau French speaking regions

of the rain forest in Africa and Indonesia

Metric measure

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Outcomes: Identify and describe living things and products of the rain forest

Presentational Assessment: Give a written and an oral presentation about a living thing in the rain forest

Language Functions Identifying Asking for information Giving information Describing Narrating personal experience Expressing likesm, dislikes, preference Expressing opinions

Culture Metric measurement French-speaking regions of the rain forest in Africa and Indonesia

Fine Arts Animal masks Rain forest instruments Rain forest mural Raps

Science Animal/plant adaptations Biodiversity Classifications Ecology Endangered animals Weather Water cycle

Subject Content

Fine Arts Animal masks Rain forest instruments Rain forest mural Raps

Science Animal/plant adaptations Biodiversity Classifications Ecology Endangered animals Weather Water cycle

Subject Content Beginning Locate rain forests on world map Take fantasy trip to rain forest

Major Lesson Topics/Performances Middle Classify plants/animals by climate, regions and species Graph temperature, rainfall, etc. Map areas of deforestation Create a rain forest “rap” Make “save the rain forest” buttons

Major Lesson Topics/Performances

Gouin (Action) Series visiting a rain forest making food/drink using rain forest products

Draw animals to actual size Measure height of rain forest levels in the hallway Research an animal or plant for presentation Write a post card from the rain forest

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End Present rain forest research orally and in writing.

Voyageur Unit Jody

Schneider (DPI -- World Language

Assessment Get in the Mode)

Thematic Planning Big Idea/Enduring Understanding: Participants will understand that

thematic planning is an effective tool for language development.

Thematic Planning Essential Question:

How can we use the concepts of thematic planning to meet the diverse needs of

learners ?

Responding to the Diverse Needs of the Learner

Helena Curtain [email protected]

Thematic Planning

FLESFEST 2011

Reminder!

Teachers must take control of

instruction!

Reminder! What do Learners Need?

3/13/11

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Thematic Units! Finally… �How can I do all this????

�ONE Tiny STEP AT A TIME!

helenacurtainswiki. wikispaces.com

Email [email protected]

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