CAKE uioup - TSLE - Fall Page

Lesson Plan (Week 2, Day 1):

Introduce Cultural Celebrations Around the World: Focus on Southern and Eastern Asia, with an emphasis on China

Language Objectives:

WIDA Standard 5: English language learners communicate inIormation, ideas, and concepts necessary Ior academic success in the
content area oI Social Studies.

Speaking: SWBAT use key vocabulary to discuss measurements, cooking utensils and cultural Ioods, and explain what they know and
have learned throughout the lesson.

Listening: SWBAT listen to teacher read-aloud Irom Eat Your Words, and listen to students present their understandings oI
vocabulary words.

Reading: SWBAT identiIy key concepts oI text, summarize learning, and apply inIormation read/learned.

Writing: SWBAT summarize learning in KWL chart and write inIormation Ior key vocabulary.

ontent Standards:

SS7G12: The student will analyze the diverse cultures oI the people who live in Southern and Eastern Asia.

SS6RC1: Students will enhance reading in all curriculum areas by discussing books, building vocabulary knowledge, and establishing
content.

Visuals/Resources/Supplementary Materials:

'Eat Your Words book; KWL chart handouts; Picture Dictionary handouts; markers; colored pencils; Asia map handouts; computer
and projector; online map oI Asia

Key Vocabulary:

CAKE uioup - TSLE - Fall Page

tongs (n.); wok (n.); Chinese strainer(n.); spatula (n.); chopsticks (n.)

lass: 6
th
& 7
th
ESOL Social Studies Number of Pupils: 10 Date: Monday, January 23, 2012 Time: 8:50-9:40 a.m.
Time/Part oI
Lesson
Objectives/ Rationale Teacher Activities Learner Activities Discourse
Pattern
Assessment
Opening:
8:50-8:55
(whole
group)
SWBAT listen to a
sponge read-aloud
and discuss the
content read
T will read a short
passage (Spill the Beans)
to Ss Irom Eat Your
Words
Ss will discuss the text read
with the T and inIer the
meaning relevant to
today`s world
T-Ss
Ss-T

T will observe Ss Ior
connection to topic and
language use in oral
discussion
Body:
8:55-9:05
Introduction
(individually,
whole group)







9:05-9:35
Application
(whole group
and pair
work)







SWBAT identiIy
concepts they
'know, 'want to
know and 'learned
about Asia,
speciIically Chinese
culture





SWBAT understand
and use key
measurement and
cooking vocabulary






SWBAT identiIy
Southern and Eastern
T will provide handouts
and instructions Ior Ss to
begin a KWL chart and
model one concept Ior
students to include

T will ask Ss to share
what they wrote




T will review
measurement vocabulary
and introduce Asian
cooking vocabulary with
images





T will provide blank Asia
maps and instruct Ss to
Ss will work individually
to add concepts to the
'know and 'want to
know sections oI their
KWL charts

Ss will share what they
'know and 'want to
know with the class, iI
interested


Ss will complete Picture
Dictionary handouts in
pairs to become Iamiliar
with vocabulary

Ss will share one
vocabulary word, its
picture, deIinition and
sentence

Ss will work in pairs to
identiIy and color major
T-Ss
Ss-T
Ss-Ss
S

T will observe Ss Ior
participation and engagement
with topic



T will monitor Ss Ior
engagement and
understanding oI discussion



T will assist students as
needed and monitor students
progress


T will asses students`
comprehension and oral
delivery


T will assist students as
needed and monitor students
CAKE uioup - TSLE - Fall Page

Asia on a map,
labeling major
countries
use label major countries
using the projected
online map as a guide
countries in Asia using
markers and colored
pencils
progress
Closing:
9:35-9:40
Wrap Up/
Dismissal
(whole
group)
SWBAT add Iacts to
KWL charts under
'learned section



SWBAT review and
connect content
learned
T will elicit Ss response
Ior 'learned on KWL
chart



T will review content and
language objectives with
Ss, and explain
homework assignment
Ss will add learned
inIormation to KWL chart




Ss can ask questions about
lesson and homework
assignment
Ss-T
Ss-Ss
T-Ss
T will observe Ss connection
to content discussed and
ability to use key vocabulary
to make additions to KWL
chart

T will conIirm all students
are aware oI their homework
responsibilities

ccommodations:

As an ESOL pull-out class, all students will receive scaIIolded support Ior vocabulary and concept instruction with visual aids,
images, and technology resources. Students will have access to word-to-word dictionaries, regular dictionaries, and thesauruses, as
needed.

Homework & Extended ctivities:

Students will be required to Iinish any incomplete class work, including their Picture Dictionary and Asia map handouts. Students will
also do research on Asian celebrations, Iood and culture, and should bring back one Iact that they learned Ior homework. Teacher will
remind students to come in the morning Ior extra help, iI needed.

References:

Alvermann, D.E., Phelps, S.F., & Ridgeway, V.G. (2007). ontent area reading and literacy. Succeeding in todays diverse
classrooms. Boston, MA: Pearson Education, Inc.

Diaz-Rico, L.T. (2008). Strategies for teaching English learners. Boston, MA: Pearson Education, Inc.

CAKE uioup - TSLE - Fall Page

Jones, C.F. & O`Brien, J. (1999). Eat Your Words. A Fascinating Look at the Language of Food. New York, NY: Delacorte Press

Notes:

Due to the diversity oI the students in the class, it is especially important Ior the teacher to use scaIIolding throughout the lesson.
According to Diaz-Ricco (2008), 'the teacher helps to Iocus the learner`s attention on relevant parts oI the task by asking key
questions that help to determine the zone oI proximal development Ior the student on that task (p. 117). As the class goes through
each activity or reading, the teacher should ask the students questions and relate the text to previously learned content. In addition, this
strategy will also allow the teacher to assess the students` prior knowledge, as well as their understanding oI the content being
discussed. In addition, the teacher will use other strategies including the use oI a KWL chart, which 'can guide student comprehension
by drawing on well-researched principles oI learning, even though students may not be explicitly aware that they are being strategic
(Alvermann, Phelps & Ridgeway, 2007, p. 200).

Lesson Plan (Week 2, Day 2):

Introduce Cultural Celebrations Around the World: Focus on Southern and Eastern Asia, with an emphasis on China

Language Objectives:

WIDA Standard 5: English language learners communicate inIormation, ideas, and concepts necessary Ior academic success in the
content area oI Social Studies.

Speaking: SWBAT use key vocabulary to present research Iacts, and will explain what they know and have learned throughout the
lesson.

Listening: SWBAT listen to teacher read-aloud Irom Eat Your Words and elebrate' In Southeast Asia, and listen to students present
their culture research Iacts.

Reading: SWBAT identiIy key concepts oI text, summarize learning, and apply inIormation read/learned.

Writing: SWBAT summarize learning in KWL chart, and write their reIlection to Asian cultural celebrations in their Culture Journals.

ontent Standards:
CAKE uioup - TSLE - Fall Page

SS7G12: The student will analyze the diverse cultures oI the people who live in Southern and Eastern Asia.

SS6RC1: Students will enhance reading in all curriculum areas by discussing books, building vocabulary knowledge, and establishing
content.

Visuals/Resources/Supplementary Materials:

'Eat Your Words book; KWL chart handouts; Picture Dictionary handouts; Asia map handouts; 'Celebrate! In Southeast Asia book;
'Celebrate! In Southeast Asia cloze notes handouts; About.com 'How to Make Moon Cakes video
(http://video.about.com/chineseIood/How-to-Make-Mooncakes.htm); computer and projector; students` culture journals

Key Vocabulary:

tongs (n.); wok (n.); Chinese strainer (n.); spatula (n.); chopsticks (n.)

lass: 6
th
& 7
th
ESOL Social Studies Number of Pupils: 10 Date: Tuesday, January 24, 2012 Time: 8:50-9:40 a.m.
Time/Part oI
Lesson
Objectives/ Rationale Teacher Activities Learner Activities Discourse
Pattern
Assessment
Opening:
8:50-8:55
(whole
group)
SWBAT listen to a
sponge read-aloud
and discuss the
content read
T will read a short
passage (The Big Apple)
to Ss Irom Eat Your
Words
Ss will discuss the text read
with the T and inIer the
meaning relevant to
today`s world
T-Ss
Ss-T

T will observe Ss Ior
connection to topic and
language use in oral
discussion
Body:
8:55-9:05
Introduction
(whole
group)





SWBAT discuss
concepts they have
learned about Asia,
speciIically Chinese
culture





T will elicit inIormation
learned Irom Ss and
request Ss share their
homework Iact

T will summarize Ss
research Iacts and write
the summaries on the
board

Ss will share homework
research Iacts with the
class


Ss will add Iacts discussed
to their 'learned section
oI their KWL charts


T-Ss
Ss-T
Ss-Ss
S

T will observe Ss Ior
participation and engagement
with topic


T will inIormally assess Ss
research Iacts and
understanding oI discussion


CAKE uioup - TSLE - Fall Page

9:05-9:35
Application
(whole group
and pair
work)









SWBAT read about
and understand
cultural celebrations
oI Southern and
Eastern Asia



SWBAT understand
the cultural
signiIicance oI and
how to Chinese
moon cakes

T will provide Ss with
cloze notes handout and
read introduction, history
and Moon Cake Festival
sections aloud Irom
elebrate' In Southeast
Asia book

T will discuss the cultural
signiIicance oI Chinese
moon cakes and the
Moon Cake Festival

T will review any key
measurement and
cooking vocabulary

Ss will Iollow along with
reading on their close notes
handouts and Iill in the
missing words as T reads
text



Ss will watch a 'How to
Make Moon Cakes
About.com video


S will work individually to
write in their Culture
Journals about their
understanding/response to
Asian/Chinese cultural
celebrations

T will ensure Ss are staying
on task, and stop to ask
questions or request answers
to assess Ss understanding




T will observe iI students are
paying attention and
comprehending video


T will request that Ss reIer to
their Picture Dictionary, Asia
map, and cloze notes. T will
remind Ss they will receive a
major grade Ior their Culture
Journal entries
Closing:
9:35-9:40
Wrap Up/
Dismissal
(whole
group)
SWBAT add
additional Iacts to
KWL charts under
'learned section


SWBAT review and
connect content
learned
T will elicit Ss response
Ior 'learned on KWL
chart



T will review content and
language objectives with
Ss, and explain
homework
Ss will add learned
inIormation to KWL chart




Ss can ask questions about
lesson and homework
Ss-T
Ss-Ss
T-Ss
T will observe Ss connection
to content discussed and
ability to use key vocabulary
to make additions to KWL
chart

T will conIirm all students
are aware oI their homework
responsibilities

ccommodations:

CAKE uioup - TSLE - Fall Page

As an ESOL pull-out class, all students will receive scaIIolded support Ior vocabulary and concept instruction with visual aids,
images, and technology resources. Students will have access to word-to-word dictionaries, regular dictionaries, and thesauruses, as
needed.

Homework & Extended ctivities:

Students will be required to Iinish their Culture Journal entry iI incomplete Irom class work time. Students will also be asked to
review their KWL charts and begin to think about their Culture Experience project topic. Teacher will remind students to come in the
morning Ior extra help, iI needed.

References:

Alvermann, D.E., Phelps, S.F., & Ridgeway, V.G. (2007). ontent area reading and literacy. Succeeding in todays diverse
classrooms. Boston, MA: Pearson Education, Inc.

Diaz-Rico, L.T. (2008). Strategies for teaching English learners. Boston, MA: Pearson Education, Inc.

Jones, C.F. & O`Brien, J. (1999). Eat Your Words. A Fascinating Look at the Language of Food. New York, NY: Delacorte Press

Viesta, J. & Hall, D. (1996). elebrate' In Southeast Asia. New York, NY: Lothrop, Lee & Shepard Books

Notes:

Students can better understand other cultures with the help oI multicultural literature. According to Diaz-Rico, 'multicultural literature
helps students to see liIe Irom a variety oI points oI view, to compare cultures on diIIerent aspects oI liIe, and to see their own culture
represented in the curriculum (2008, p. 190). The elebrate' In Southeast Asia book provides the students with images and
descriptive text to allow simple visualizations oI the culture and celebrations in Asia. In addition, the use oI technology allows
students to learn through diIIerent cognitive methods. Using various Iorms oI technology can motivate students` interest and allow
them to easily visualize learning, no matter the content area (Alvermann, Phelps & Ridgeway, 2007, p. 80).