Example+of+Thematic+Unit+Lessons

Thematic Unit Assignment Middle School, Computer Technology Elementary, Plants, 1st grade 6th grade, DIRECTIONS: 1. Select a topic or organizing concept for a thematic unit. 2. Write an INTRODUCTORY PARAGRAPH/OVERVIEW of the unit and describe where the two lessons fit. 3. Write a BRIEF DESCRIPTION OF THE STUDENT COMPOSITION (students' grade level(s), native language(s), English proficiency levels, and number of students at each proficiency level. 4. Prepare GRAPHIC ORGANIZER to provide and overview of the unit.  5. Use the LESSON PLAN FORMAT for integrated instruction in manual to plan, write, and deliver 2 lessons of the unit. The lessons should contain all the elements listed on the lesson plan format.  6. Design and use at least one GRAPHIC ORGANIZER in the lesson plans.  7. Design and use at least one RUBRIC to assess students' achievement.  8. Teach the lessons.  9. Complete the LESSON PLAN CHECKLIST and LESSON PLAN REFLECTIONS.  10. SUBMIT your work to Leah Palmer, leahlillian@aol.com. = 1. First Grade Thematic Unit Topic: Apples. = = 2. Introdu﻿﻿ctory Paragraph/Overview: = ﻿﻿I teach this unit in the fall and it incorporates all of the subject areas. In language arts, we read fiction and nonfiction books about apples such as: Apples, Apples, Apples, by Nancy Elizabeth Wallace; Apples, by Ken Robbins; How Do Apples Grow?, by Betsy Maestro; The Apple Pie Tree, by Zoe Hall; I Am an Apple (Hello Science Readers Level 1), by Jean Marzollo; Apples, by Gail Gibbons; and Johnny Appleseed, retold by Steven Kellogg. We practice writing words with the short vowel chunk –ap. We also read poems about apples. In social studies, we look at maps showing where apples are grown and we learn about the life of the historical figure, John Chapman (a.k.a. Johnny Appleseed). In math, we measure and weigh apples. We cut them open and count the number of seeds inside each apple. We taste a variety of apples and graph the results of our favorites. In science, we use our five senses to explain what apples look, feel, smell, sound and taste like. We make scientific drawings of the inside and outside of apples. For this assignment, I have included lesson plans for the math and science investigations. = 3. Description of the student composition: = My current class of first graders does not have any students receiving ELL support. I have one student who is new to the district this year and whose family speaks Korean at home. I believe that he falls in the intermediate to transitioning level of English proficiency. I have several students who are bilingual, but do not receive ELL support or evaluations like the MELA-O. The variety of languages spoken by the children and parents in my class (in addition to English) include Chinese (Mandarin and Cantonese), Korean, Portuguese, Lithuanian, German, Spanish and Hebrew. = 4. GRAPHIC ORGANIZER: OVERVIEW OF UNIT =



= 5. Lesson Plan format: 2 lessons = = 6. Graphic organizer in lesson = = 7. Rubric = = 8. Teach lesson = Lesson 1:Science Lesson Plan THEME: Apples LESSON TOPIC: Using the senses and descriptive language to describe apples. OBJECTIVES: Content – Students will be able to describe apples orally and in writing by using their senses of sight and touch. Language – Listening Early Intermediate, MEPA level 2 S.1.3 Understands selected essential grade-level content vocabulary using pictures, actions, and/or objects. Transitioning S.1.25 Understands specific words and phrases of grade-level academic content. S.3.59 Understands classroom discussions and other academic interactions that include basic and complex sentence structures. Speaking Early Intermediate, MEPA level 2 S.1.13 Demonstrate understanding of academic content words and phrases in selected concept-based categories. S.2.5 Asks and/or answers concrete questions about familiar topics. Transitioning, MEPA level 5 S.1.27 Rephrases ideas and thoughts to express meaning. S.1.29 Demonstrate knowledge of spoken vocabulary, using specific, technical, and/or abstract vocabulary of grade-level, academic content.

Reading Early Intermediate, MEPA level 2 R.1.1a Reads and understands previously learned words that have been presented as images, objects, or in print. R.3.1b Predicts important information of an informational text from title, illustrations, and personal experience. R.4.21 Identifies words that appeal to the senses in spoken language and literature that is heard.

Transitioning, MEPA level 5 R.4.1a, R.5.1a Identifies characteristics of common genres of literature and forms of informational texts. R.5.5b Identifies main ideas and important facts in a text.

Writing Early Intermediate, MEPA level 2 W.2b Draw pictures and/or use letters to spell words that give others information. W.2.1a Diagram and label information to be conveyed in a writing task. W.3.3a Uses word lists to expand word choices in writing. Transitioning, MEPA level 5 W.2b Draw pictures and/or use letters to spell words that give others information. W.2.1a Diagram and label information to be conveyed in a writing task. W.4.1, W.4.2 Uses rules for conventions and spelling when engaged in the process of writing and editing.

Thinking/Study Skills – Students will be able to communicate their observations of apples using descriptive language and scientific drawings. Skills: Description, Observation and Recording data Key Vocabulary – Sight words (e.g. red, shiny, round, etc.) Touch words (e.g. bumpy, smooth, cold, etc.)

LITERATURE: My Five Senses, by Aliki Brandenberg Apples, by Ken Robbins

MATERIALS: One apple for each student, Sight and Touch word banks from previous lesson, student sheets (attached), measuring tapes, food scale, sharp knife, cutting board

MOTIVATION/PREPARATION: Encourage students to get to know their apple. What does it feel like? Does it have specific blemishes? Is its color distinctive? If all of the apples were placed in a pile, could they pick their apple out of the bunch?

PRESENTATION/PRACTICE/APPLICATION: Review the book My Five Senses, by Aliki (read during a previous lesson). Read the book Apples, by Ken Robbins to provide scientific knowledge about apples. Review the Sight and Touch word banks displayed on chart paper that were made during a previous lesson. Demonstrate for the students how to use the word banks and the measuring tools (tape measures, scales) to make careful observations of their apples. Explain that after the students record their observations and measurements, they need to make scientific drawings of the outside and inside of their apples. Have adults do the cutting! Allow time for students to share their findings with each other.

REVIEW/EVALUATION: Use student sheets to determine whether students were able to use appropriate describing words to describe their apples. Did students accurately measure their apples and record their results? Teacher should also take anecdotal notes on students’ use of vocabulary during class discussion and sharing time with peers.

EXTENSION: Revisit this activity later in the fall using observation, measurement and vocabulary skills to describe pumpkins.

Assessment Rubric for Science Lesson: Apple Investigation – Recording Sheet 1 2 3 4

Responses -several responses incomplete and/or incorrect -a few incomplete responses and some incorrect answers -all questions answered, may have an incorrect response -all questions answered with correct responses

Vocabulary (evidence of using word banks) -incorrect use and spelling of vocabulary words -few vocabulary words used correctly and several misspellings -most vocabulary words used correctly, may have some misspellings -vocabulary words used and spelled correctly

Scientific Drawings -incomplete or missing drawings, fictional or inaccurate depiction of apple -drawing of apple is messy and includes a few details. -accurate scientific drawing of apple -detailed scientific drawing of apple with labels

Measurement (ability to use measuring tapes and scales to measure the apples) -unable to use measurement tools to gather data about the apple -able to use some measurement tools, but took some inaccurate measurements -correctly used measurement tools and gathered mostly accurate information -correctly used measurement tools and took and recorded accurate measurements of the apple.

Graphic Organizer for Math Lesson: Directions

Lesson #2: Math Lesson Plan THEME: Apples

LESSON TOPIC: Using the sense of taste to make comparisons (counting and comparing groups of apples) and graphing results.

OBJECTIVES: Content- Students will be able to use their sense of taste to compare three different types of apples, make a visual representation of their favorite apples and create a class graph comparing the results. Language- Listening Early Intermediate, MEPA level 2 S.2.3, S.3.2 Follows simple oral requests or directions. Transitioning, MEPA level 5 S.2.44 Understands extended explanations and multi-step directions.

Speaking Early Intermediate, MEPA level 2 S.1.18 Participate in limited discussions using appropriate and adequate words and phrases. S.3.23 Identifies and follows classroom expectations and conventions, such as taking turns.

Transitioning, MEPA level 5 S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary of grade-level, academic content in various Massachusetts Curriculum Frameworks. S.3.65 Participates in classroom discussions and other academic interactions, using basic and complex sentence structures. Reading Early Intermediate, MEPA level 2 R.1.1a Reads and understands previously learned words that have been presented as images, objects, or in print.

Transitioning, MEPA level 5 R.5.5b Identifies main ideas and important facts in a text.

Writing Early Intermediate, MEPA level 2 W.2b Draw pictures and/or use letters to spell words that give others information. W.2.1a Diagram and label information to be conveyed in a writing task. W.3.3a Uses word lists to expand word choices in writing.

Transitioning, MEPA level 5 W.2b Draw pictures and/or use letters to spell words that give others information. W.2.1a Diagram and label information to be conveyed in a writing task. W.4.1, W.4.2 Uses rules for conventions and spelling when engaged in the process of writing and editing.

Thinking/Study Skills- Students will incorporate their work with using their senses (this time focusing on their sense of taste) to compare and contrast three different types of apples. They will then record their thinking and create a class graph depicting the class’s favorites. The students will then participate in a math discussion focusing on which apple received the most votes, how many more, etc. Key Vocabulary- Golden Delicious, Red Delicious, Granny Smith, vote, compare, contrast, sweet, sour, crunchy, greater than, less than, equal to, more, less than, graph, results and total.

MATERIALS: -Graph paper, apple cutouts the students can color, crayons, school scissors, tape, 6 Golden Delicious apples, 6 Red Delicious apples, 6 Granny Smith apples, sharp knife or apple slicer tool, Sight and Touch word bank posters (made during a previous lesson).

MOTIVATION/PREPARATION: To get the students excited about this lesson, review the Sight and Touch word bank posters and tell the students that today they are going to use another one of their senses to describe apples – TASTE! Preview words like: favorite, vote and graph.

PRESENTATION/PRACTICE/APPLICATION: Gather students in the class meeting area. Review work done during previous lessons focusing on the five senses and vocabulary from the sight and touch word posters. Explain that today the class is going to use our sense of taste to compare three different types of apples. Introduce the word graph and show the chart paper with the three different apple categories labeled along the bottom. Model how to taste each apple, use vocabulary to describe the taste of each apple (such as sweet, sour, etc.) and how to color in the apple cutout (either yellow, red or green to depict Golden Delicious, Red Delicious or Granny Smith). Demonstrate how to cut out the apple and tape in on the graph in groups of two (to make counting easier). After students have tasted and recorded their favorite apples on the graph, bring the class back together to count, discuss and compare the results. Ask questions such as: Which apple received the most votes? Which apple received the fewest votes? How many more people voted for one apple over another apple? How many total votes were there? How would you describe the taste of the Golden Delicious, Red Delicious and Granny Smith apples?

REVIEW/EVALUATION: While students are working (tasting apples and making a representation of their favorite one), the teacher should check in with the students and ask them to describe how the apples taste, what they look like, etc. While the students are working at their tables, encourage them to discuss their opinions about the apples with each other. During the class discussion, the teacher should take notes about student participation, ability to answer mathematical questions and use of key vocabulary.

EXTENSION: To reinforce graphing skills, the class can do follow up activities focusing on asking survey questions (which encourages student interaction) and graphing the results.

Assessment Rubric for Math Lesson 1 2 3 4

Representation of favorite apple -no representation -incomplete or incorrect representation -accurate representation -detailed and carefully constructed representation

Vocabulary -limited or incorrect use of vocabulary words -uses a few vocabulary words -correctly uses vocabulary words -correctly uses vocabulary words and contributes more descriptive language to the discussion

Class discussion -does not participate in class discussion -limited participation in class discussion -participates in class discussion, shares at least one idea or question -active participation in class discussion, shares several ideas or questions

= 9. Enhancing Lesson Plan Checklist =

1. How do the lessons increase comprehensibility for English language learners? Both lessons reviewed and reinforced concepts and vocabulary with supports such as word banks, hands on activities that encouraged the students to use their senses to describe the apples, and interaction with their peers and teachers through discussions and whole class collaboration (making a graph). 2. How do the lessons increase interaction among students, including ELLs? These lessons encourage the students to discuss their opinions and the new vocabulary with each other. Both lessons required collaboration (sharing and helping each other use measurement tools, creating a class graph, sharing ideas during a whole class discussion, etc.). 3. How do the lessons increase thinking and study skills among students, including ELLs? These lessons required students to record their thinking through words, pictures and realistic representations of the apples. The nonfiction read aloud and class discussions encourage higher order thinking skills. 4. How do the lessons explicitly develop academic language for all students? Through the creation of word banks, the reading of nonfiction books, discussion and the use of hands on activities, academic language is developed for all students. 5. How do the lessons make connections to other learning and to students’ lives and cultures? These lessons connect to our previous work with exploring the five senses. The math lesson is a jumping off point for our future work with taking surveys (a great activity for encouraging student interaction) and using graphs to represent our results. Most students have experience with eating apples or other fruits and can share this connection with their teachers and peers.

= = = Enhancing Lesson Plan Reflections =

1. Overall, how did the lessons work for your students? These lessons went very well. The students were very engaged in both lessons (they really respond well to the hands on nature of using their senses) and actively participated in the discussions. 2. What part(s) of the lessons worked particularly well? The discussion (both whole class and small group) part of both lessons worked well. The first graders learn so much from sharing and communicating their ideas and questions orally with each other and their teachers. Their ability to feel a smooth apple and use the word “smooth” to describe it was particularly meaningful and powerful.

3. Did any part(s) of the lessons work less well? Why? The science recording sheet was tricky for many of my students because this early in the year the first graders’ literacy skills are just developing. Although they had the word banks posted and were encouraged to use them, many of them still tried to use sound spelling to describe their apples. In some cases it also appears that some of the students either misunderstood the question or the vocabulary word (for example, under the section that asked the students to describe what their apple looks like, one little girl wrote that her apple is “heavy.”). 4. How did you assess student learning of the academic language and content? How well did the students learn the language and content? I used the students’ written reflections from the science lesson and my observational notes of my individual conversations and the whole class discussion during the math lesson. Based on their work and discussions, I believe that the students learned a lot of language and science and math content. They were able to use and apply the academic vocabulary to their work with apples. 5. What will you do differently next time you teach these lessons? During the science lesson, the students’ would benefit from having small copies of the “Sight and Touch” word banks on their tables to encourage them to use and spell the words correctly. 6. What did you learn from this experience that you can apply to other lessons? When I sat down to write up my lesson plans, I realized the huge amount of academic language (especially in math) that is needed to understand even a relatively straightforward lesson such as graphing. For example, the graphing lesson will not make much sense if you are unfamiliar with words like: vote, compare, greater than, less than, total, etc. In future lessons, I plan to think through the potentially unfamiliar or confusing vocabulary and preview it with my English language learners and incorporate a lot of visuals and repetition of the vocabulary in my lessons. = 10. SUBMIT WORK =