Nomads

Document Sample
Nomads Powered By Docstoc
					                            Thematic Unit
                                    Journeys




Jill’s addition:
I would like to have seen an introductory paragraph here summarizing the overall theme
of this unit. For example, “In this unit, students explore journeys of nomads in three
different parts of the world; the Middle East, Mongolia, and North America. In lesson
one, …. In Lesson two, … In lesson Three, …”
                                                                                   2




                                  Unit Plan
 Monday            Tuesday           Wednesday          Thursday          Friday
 Lesson 1                            Lesson 1                             Lesson 2
 Preparation                         (review and self                     Preparation
 Presentation                        evaluation)                          Presentation
 Practice                            Extension                            Practice
 Self Evaluation                                                          Self Evaluation
                                                                          Extension

 Monday            Tuesday           Wednesday          Thursday          Friday
                   Lesson 3                             Lesson 3
                   Preparation                          Practice
                   Presentation                         Self Evaluation
                                                        Extension




Contents included: Language Arts, Math, Social Studies, Theater
                                                                                        3



                   INSTRUCTIONAL SEQUENCE GUIDELINES
LESSON 1 OF 3

Theme/Topic                                             Grade/Language Level
Journeys                                                Middle and high school
Content Objectives:
Students will preview the text to determine information to come.
Students will answer a question by conducting a survey and representing findings in a bar
graph.
Knowledge                                             Processes/Skills
          o Nomads-Bedouins                                      o Reading and taking
          o Surveys and graphs                                       notes
                                                                 o Conduct a survey
                                                                     and make a bar
                                                                     graph, make two
                                                                     column chart

TESOL/State Standards
2.1,2.2

           o   Reading 3.2.A.1.b, 2.K.2
           o   Listening 5.2.2.3
           o   Math 6.A.1a
           o   Social Studies 5.3.A.1b

How assessed?
Verbal participation, creating of chart and bar graph
Language Objectives:
Students will verbally use comparative words.
Students will ask questions beginning with the word, “how.”

Language Awareness                                      Language Use
         o Practice reading a speaking                           o New, text related
            questions beginning with the word                        vocabulary
            “How.”                                               o Asking questions
         o Use comparative words                                     (beginning with
         o Listen to sequence words “First,”                         “How”)
            “then,” and “next.”                                  o Use comparative
                                                                     words to discuss
                                                                     family groups

TESOL/State Standards
1.1, 1.2, 2.1
                                                                                          4


           o Listening 4.K.2.1
           o Reading 2.2.A4d, 1.K.E.2.a,

How assessed?
Verbal participation
Learning Strategies Objectives:
Students will create a defintion of “preview.”
Students will practice previewing and identify situations it can be useful.
Metacognitive Awareness                                Strategies to Learn/Practice
          o Plan/Organize                                          o Learn and Practice:
                                                                       Preview
                                                                   o Practice: Take notes,
                                                                       Graphic Organizer
                                                                   o Students will create
                                                                       a class definition of
                                                                       the word “preview”

TESOL/State Standards
1.3, 2.3
How assessed?
Creation of class definition. Responses to teacher questions regarding previewed texts.
Materials:
Shining Star, Introductory Level p. 35-39, computer with internet access and speakers,
paper, pens, whiteboard markers, post-it notes
                                                                                    5




Lesson 1
Age group of students:         High school through 21 years old
Proficiency Level: beginner and intermediate, all students have multiple learning
disabilities and attend a school on a Fundamental Life Skills curriculum
Language: English

Content Objectives:
Knowledge
           o Nomads-Bedouins
           o Surveys and graphs
Processes/Skills
           o Reading and taking notes
           o Conduct a survey and make a bar graph, make two column chart

Language Objectives:
Language Awareness
         o Practice reading a speaking questions beginning with the word “How.”
         o Use comparative words
         o Listen to sequence words “First,” “then,” and “next.”
Language Use
         o New, text related vocabulary
         o Asking questions (beginning with “How”)
         o Use comparative words to discuss family groups

Learning Strategies Objectives:
Metacognitive Awareness
            o Plan/Organize
Strategies to Learn/Practice –
            o Learn and Practice: Preview
            o Practice: Take notes, Graphic Organizer
            o Students will create a class definition of the word “preview”

TESOL Standards
         o Goal 1, Standard 1
         o 1.2
         o 2.1
         o 2.2
         o 2.3

Maryland Voluntary State Curriculum
          o Reading 3.2.A.1.b, 2.2.A4d, 1.K.E.2.a, 2.K.2
          o Listening 4.K.2.1, 5.2.2.3
          o Math 6.A.1a
          o Social Studies 5.3.A.1b
                                                                                               6



Materials: Shining Star, Introductory Level p. 35-39, computer with internet access and
speakers, paper, pens, whiteboard markers, post-it notes
Preparation: Teacher will asks the students Have you heard the word preview?
Where did you hear the word preview? Students are likely to mention movie
previews. Ask the students What do you know bout the movie Chicken Little?
Explain that it makes sense that they do not know much about the movie because the
movie has not come out yet; nobody has seen it. Then explain that they will see the
movie preview. As the watch, they should pay attention to anything they learn about the
movie from just watching the preview. The preview is available at
http://www.comingsoon.net/films.php?id=6954
Select the one labeled “Trailer”

Make a web on the whiteboard with the words “Chicken Little” in the center circle. First
students will make a web in groups. Then, as a class, they will make a web on the
whiteboard listing everything they now know about the movie (animated, characters-
Chicken Little, Turkey Lurkey, etc., characters are all panicking, think the world is
ending, Chicken Little kisses Ugly Duckling…)
Have students create a class definition of “preview.” Explain that during this unit, they
will be adding new words to the unit’s Journey Word Wall. Place the word “preview”
on the word wall.

Presentation Phase
In this phase, the teacher will explain that readers can also preview texts. Knowing a
little about a text before you start will make it easier to understand while you are reading
it. The teacher will model previewing pages 34 and 35 using the think aloud method.
First, I’m going to look at the pictures. Next, I’m going to read the headings. I can
see…so I guess that this is going to be about…”
Teacher should be sure to say “First…,” “Next…,” “Then…” as this language skill will
be addressed in Lesson 3.

Practice Phase
Students will preview pages 38-39. They will look at the pictures, read the headings, and
make guesses. Students will write and record their guesses. Be sure to read the boxed
question regarding family size, as this will be addressed during the expansion phase.

Then, students will take turns reading aloud and listening to the text on pages 38-39.
Low ability readers can be in charge of reading one or two words (such as an easy sight
word and/or a Journey Word Wall word like nomad, herd, or tent). As students read a
second time, they should use the Take Notes strategy they have already learned, jotting
down important words. Draw students’ attention to the word ‘clan’ on the word wall and
page 38. Try to make sure all the students understand that Bedouins travel in very large
family units.

Discuss this social studies material using the teachers’ edition “Guided Reading”
questions on page 39, the teachers’ edition “Check Your Understanding” questions, and
                                                                                             7

the student book “Check Your Understanding” questions. Have students refer to the
notes they have written. Be sure to review the boxed question regarding family size
during as this will be addressed during the expansion phase.

Self-Evaluation Phase
Ask students if they found the previewing strategy to be helpful? How so? Ask students
to compare their predictions made after previewing with what the reading was actually
about. Have students specify what vocabulary and content information they learned
simply from previewing, before ever reading (Nonfiction means true. There were
nomads in prehistoric times. They hunted elk. Bedouins live in the desert. Bedouins
travel with camels.)

Expansion Phase
Students will independently preview page 38. Teacher will explain that one item they
should be looking for is a question about families that they will be asked. When they find
the part of the page with this question (a boxed and bold section), they should put a post-
it note over it. When the teacher can see that all students have identified the boxed
question about family size with post-it notes, the lesson will continue.
Students will compare their families with the size of Bedouin family groups (clans).
They will ask their classmates, using a “How” question, How many family members do
you live with?
Then, students will make bar graphs representing the results. Ask, In which other
classes do you make graphs? Why do we make graphs? (Math) What does it help us
see or learn? After making graphs, have students read their graphs to check for
comprehension (Ask questions such as How many students have 5 people in their
families? Most people in our class have how many family members?) Next, ask
How do you think our family size compares to that of nomadic tribes? Students have
already learned and should use comparative words such as “bigger” and “smaller.”

As a class, teacher will assist students in making a two-column chart listing the pros and
cons of living with a clan or tribe. Both the teacher and students will use comparative
words such as “bigger,” “smaller,” “better,” “more difficult” to discuss.

Ask students When are some other time to use the previewing strategy? (maps, bus
schedules, advertisements, newspapers, magazines, text books, TV guide) Students will
work in teams to list as many possible uses for the strategy within a set time.

Assessment:
Ask students Now that we’ve read, which important new words should be added to
the Journey Word Wall?
Creation of “preview” class definition
Appropriate guessing about text related to the previewed text
Verbal participation and successful creation of two-column chart
                                                                                      8




                  INSTRUCTIONAL SEQUENCE GUIDELINES
LESSON 2 OF 3

Theme/Topic                                         Grade/Language Level
Journeys                                            Middle and high school
Content Objectives:
         o Students will compare and contrast Mongolian and Native American
            nomads by creating a Venn diagram organizing information they have
            read

Knowledge                                           Processes/Skills
         o Mongolian and Native American                       o Reading and taking
           nomads information                                      notes
                                                               o Compare and
                                                                   contrast

TESOL/State Standards
2.1,2.2

          o Reading 3.2.A.1.b, 2.K.2
          o Listening 5.2.2.3
          o Social Studies 5.3.A.1b

How assessed?
Ask students Now that we’ve read, which important new words should be added to
the Journey Word Wall?
Verbal summary of reading
Correct completion of the written grammar and summarizing worksheet
Creation of individual and class Venn Diagram


Language Objectives:
Students will summarize what they have read by creating grammatically correct
sentences in the present tense.

Language Awareness                                  Language Use
         o present tense                                     o New, text related
         o Nouns-singular and plural (review)                    vocabulary
                                                             o Verbal and written
                                                                 comparisons
                                                             o Use present tense
                                                                 and number noun
                                                                 forms to summarize
                                                                 reading
                                                                                        9




TESOL/State Standards
1.1, 1.2, 2.1

           o Listening 4.K.2.1
           o Reading 2.2.A4d, 1.K.E.2.a,

How assessed?
Ask students Now that we’ve read, which important new words should be added to
the Journey Word Wall?
Verbal summary of reading
Correct completion of the written grammar and summarizing worksheet
Creation of individual and class Venn Diagram
One paragraph expansion summary

Learning Strategies Objectives:
Students will write a summary of a text.

Metacognitive Awareness                             Strategies to Learn/Practice
          o Plan/Organize                                       o Practice: Preview,
                                                                   Take notes, Graphic
                                                                   Organizer,
                                                                   Background
                                                                   Knowledge,
                                                                   Summarize

TESOL/State Standards
1.3, 2.3
How assessed?
Correct completion summarizing worksheet
One paragraph expansion summary
Response in evaluation

Materials: Shining Star, Introductory Level p. 40-41, Grammar worksheet, paper, pens,
whiteboard markers
                                                                                    10




Lesson 2
Age group of students:         High school through 21 years old
Proficiency Level: beginner and intermediate, all students have multiple learning
disabilities and attend a school on a Fundamental Life Skills curriculum
Language: English

Content Objectives:
Knowledge
           o Students will compare and contrast Mongolian and Native American
               nomads by creating a Venn diagram organizing information they have
               read
Processes/Skills
           o Reading and taking notes
           o Compare and contrast

Language Objectives:
Language Awareness
         o Students will summarize what they have read by creating grammatically
            correct sentences in the present tense.
         o Nouns-singular and plural (review)

Language Use
         o New, text related vocabulary
         o Verbal and written comparisons
         o Use present tense and number noun forms to summarize reading

Learning Strategies Objectives:
Metacognitive Awareness
            o Plan/Organize
Strategies to Learn/Practice –
            o Practice: Preview, Take notes, Graphic Organizer, Background
               Knowledge, Summarize

TESOL Standards
         o Goal 1, Standard 1
         o 1.2
         o 2.1
         o 2.2
         o 2.3
         o 3.3

Maryland Voluntary State Curriculum
          o Reading 3.2.A.1.b, 2.2.A4d, 1.K.E.2.a, 2.K.2
                                                                                       11

           o Writing 3.K.7.1
           o Listening 4.K.2.1, 5.2.2.3
           o Social Studies 5.3.A.1b


Materials: Shining Star, Introductory Level p. 40-41, Grammar worksheet, paper, pens,
whiteboard markers

Preparation:
Ask students What do you know about Native Americans? What movies have you
seen? Where did you…etc. Explain that their answers will be recorded in a graphic
organizer, a term they already know. Use student answers to make a web on the white
board listing what they know about Native Americans. Ask Are Native Americans
nomads?

Presentation Phase
Explain that they will be reading the rest of the text and that they will summarize what
they have read. Write the words “summarize” on the board and explain that
summarizing means saying what happened in your own words. Explain that they
summarize everyday. Teacher model examples of summarizing that will pique students’
interest. “What happened during lunch? Well, Joe sat with Jane because Jane broke up
with Tim. So, lunch was a half hour long, but I explained all the important information in
just a few seconds. We summarize what we read to help us understand it. Is it easier to
understand what a book says or what you and your friends say? That’s why we put
things in our own words.” Teacher model how to summarize the previous lessons
information using the think aloud method. This should also serve as a review for the
students. Write the summary, just a few sentences, on the board for visual learners.

Practice Phase
Have students preview pages 40 and 41 and discuss what they see and make guesses
about what they will read. Explain that after reading, they will summarize what they
have read. Then, students will take turns reading aloud and listening to the text on pages
40-41. Low ability readers can be in charge of reading one or two words (such as an easy
sight word and/or a Journey Word Wall word like nomad, herd, or tent). As students read
a second time, they should use the Take Notes strategy they have already learned, jotting
down important words.
Discuss this social studies material using the teachers’ edition “Guided Reading”
questions on page 41, the teachers’ edition “Check Your Understanding” questions, and
the student book “Check Your Understanding” questions. Have students refer to the
notes they have written.

Have students verbally summarize what they read. Write it one the board. Explain that
they can look at their notes for key words.
                                                                                         12

Teacher model how to complete the grammar worksheet. Students have already studied
creating sentences in the present tense. Review this as you go over the worksheet. The
worksheet serves as both grammar language practice and a written summarizer.

Next, based on the information in the worksheets, students will make a Venn Diagram
comparing Mongolian and Native American nomads. Remind them that this is a graphic
organizer. First, they will make diagrams independently. Then they will share with a
partner, adding new information. Finally, the teacher will guide students in contributing
to a class Venn Diagram. Then, have students summarize the information on their Venn
diagrams asking questions such as “Summarize what Mongolian and Native American
nomads have in common.”

Self-Evaluation Phase
Ask students if they found the previewing strategy to be helpful today? How so?
Ask students if they think the Venn Diagram graphic organizer is helpful or confusing?
Ask students if they think summarizing helps them understand information. Have
students write in their journals, their responses to “What is summarizing? Why do good
readers summarize what they have read?”

Expansion Phase
Direct students’ attention to the box on page 40. Read the question “What kinds of sports
and races are there in your country?” For those who were born in the United States, they
may chose to either discuss sports in the United States or ask their parents about sports in
their native countries. Students will discuss their answers and take notes on their peers
responses. Then, after each student has shared, they may ask each other questions.
Finally, They will write a one-paragraph summary about the discussion they just had.

Assessment:
Ask students Now that we’ve read, which important new words should be added to
the Journey Word Wall?
Verbal summary of reading
Correct completion of the written grammar and summarizing worksheet
Creation of individual and class Venn Diagram
One paragraph expansion summary
                                                                                      13




Lesson 3
Age group of students: High school through 21 years old
Proficiency Level: beginner and intermediate, all students have multiple learning
disabilities and attend a school on a Fundamental Life Skills curriculum
Language: English

Content Objectives:
Knowledge
           o Students will act out a play to reinforce text
           o Student will sequence story events
Processes/Skills
           o Reading and summarizing
           o Acting
           o Sequencing
Language Objectives:
Language Awareness
           o Students will sequence events using the words “First,” “Next,” “Then,”
               and “Finally”
Language Use
           o New, text related vocabulary
           o Sequencing language
           o Using academic and content language within a fiction story/play
           o Using “first,” “next,” “then,” and “finally” to summarize events

Learning Strategies Objectives:
Metacognitive Awareness
            o Plan/Organize
Strategies to Learn/Practice –
            o Practice: Preview, Summarize, Sequence, Act it Out

TESOL Standards
         o Goal 1, Standard 1
         o 1.2
         o 2.1
         o 2.2
         o 2.3

Maryland Voluntary State Curriculum
          o Reading 3.2.A.1.b, 2.2.A4d, 1.K.E.2.a, 2.K.2
          o Writing 3.K.7.1
          o Listening 4.K.2.1, 5.2.2.3
          o Social Studies 5.3.A.1b
                                                                                         14



(Theater: currently no standards defined by MSVC or MCPS)

Materials: Shining Star, Introductory Level p. 44-49, clothing items for preparation
phase, whiteboard marker, preparation phase sentence strips, story sentence strips

Preparation:
Teacher will enter the room dramatically distraught. She will explain that she is having a
very bad day. “Things just don’t seem to be going right. This morning I woke up and
first put on my shoes and socks. Then I tried to put on my shoes but they would fit over
the shoes. Next, I finally got dressed. Finally, I took a shower. My clothes were
soaked!” As the teacher tells the story, she should act it out with clothing so lower level
English speakers can understand.
On the whiteboard, have the words First, Next, Then, and Finally written in a column.
Then have students place sentence strips saying “take a shower,” “put on your pants,”
“put on your shoes,” and “finish getting dressed” next to the correct word.

Presentation Phase
Teacher will explain that students just put events in sequence. Sequencing is a learning
strategy that they can frequently combine with the previous lesson’s strategy,
summarizing.
Use the think aloud method to summarize what you did during the previous lesson. How
can I summarize our last class. We did a few different activities. First, we… For
visual learner, write the sequence on the board. Ask students to explain why sequencing
can also be useful for reading.

Practice Phase
Have students preview pages 44 to 48 to discuss what they see and make guesses about
what they will read. Their guesses should be written on a writing prompt with four lines.
The first line should begin with “First,” the next with “Then,” followed by “Next,” and
“Last.”
Students will practice listening as the teacher reads the story, stopping to check for
comprehension. As the teacher reads, students are responsible for underlining a key word
that has been assigned to them (key words will be different for each student, depending
on their reading level).

Then, to increase comprehension and practice the learning strategy, students will work in
groups to place sequence sentence strips next to the correct pictures on the book, p 46-48.
They will use the words “First,” “Then,” “Next,” and “Finally” as they discuss
sequencing.
Next, discuss the story in order to draw connections between the nonfiction reading on
Nomads and the story Jewel in the Sand. Encourage students to use word wall words
such as nomad, tent, camel, and Bedouin. Students should understand that the characters
in the story are polite and generous towards each other. In one instance, the prince’s
politeness causes difficulty and sadness for the princess and the young man. As students
                                                                                            15

begin to have difficulty with questions of about the story, remind that the strategy “Act it
out” (use your kinesthetic sense) can help them understand better.
Assign roles for the play on page 49. Have the students read the story as a play.

Self-Evaluation Phase
Have students write in their journals if they think sequencing is helpful? Lower ability
students may use a yes/no checklist to be inserted in their journals with statements such
as “I understand what sequence means,” and “Sequencing helped me understand the
story.”

Expansion Phase
Now that students have drawn connections between nomads and Jewel in the Sand, with
an emphasis on lifestyle, they will compare nomads and the characters of Jewel in the
Sand to their home countries. Students born in the United States may choose to explore
comparisons about the United States or ask their parents information of their native
countries. Are there nomads in your native country? Do people welcome strangers
into their homes the way that the princess did? Do people give lots of food to
visitors, the way the tribe did for Sheik Hamid? Why is this type of interaction
good? Why is it bad? Return to the vocabulary word “generous.” The princess gave
the old woman the jewels. Has anyone ever been generous to you? What is
something generous that you’ve done?

Assessment:                                                                                      Formatted: Tab stops: 4.09", Left
Ask students Now that we’ve read, which important new words should be added to
the Journey Word Wall?
Correct sequencing of both sequencing activities
Verbal participation-using sequencing words, acting in play

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:0
posted:3/14/2013
language:English
pages:15