Sie sind auf Seite 1von 17

Running Head: THEMATIC UNIT LESSON 5 AND 8 -MARIA CALERO 1

Thematic Unit Framework

Lesson 5 & 8

By

Maria Calero

Bi-Literacy Strategies for Dual Language Learners BIE-DL5338

University of St. Thomas


Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 2

Biliteracy Unit Framework (BUF) Template of Lesson 1-Calero


 Lesson 5 in our group plan- Hibernation and dormancy---Calero
Planning for Biliteracy (backwards design, beginning with STANDARDS)

Content Area(s): Language Arts integrated with Science

Content Standard(s): 2.9(B) Identify factors in the environment including temperature and precipitation that
affect growth and behavior such as hibernation and dormancy of living things.
Content Big Idea(s): Hibernation and dormancy

Language Arts Standard(s):


2.3 use skills to support strategies for determining the meaning of unknown words while reading
Language Arts Big Idea(s): Thinking within the text

Content Target(s): Students will read to comprehend, make observations and write down content words that are
unfamiliar for them. Using context clues, they will predict what each word means.

Language Targets

Spanish - T will read a short article about how environmental factors can affect the growth and behavior of living things.

2
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 3

● Students will observe the book, table of contents, pictures, charts, graphs, diagrams to write down content
unfamiliar words to find meaning to the text, using correct spelling and accents in Spanish, before, during, and
after reading, recording it in their interactive science notebook.

● The Bridge- Students will observe a T-Chart with a list of science words they listed during the read aloud in
Spanish. Students discuss with a partner what they noticed in those words. identify the patterns of the words
(ción), accents and correct pronunciation. Then T will ask students if they know the word in English to complete
the T-Chart. As they are talking, Teacher writes down the words in English and Students now will see which words
are cognates, and changes in the patterns of each language like ción -tion relation.

● English-Students will make flash cards with the words in English, picture, and a sentence, using correct end
punctuation in English.

Summative Assessment:
 Students will write a short paragraph using the vocabulary they learned today in class.
 Students will share with their partners their short paragraph and decide who will report to the class.

Building Oracy and Background Knowledge (One language until the Bridge) Spanish
Language of Instruction: Spanish (This language is maintained until the Bridge; the other language is used in the
Extension Activity.)

3
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 4

Language Resources, linguistic creativity, and cultural funds of knowledge


 Students use multiple varieties of Spanish and refer to animals in different ways.
 Students use personal experiences with animals to share stories and both languages are allowed to express what
they know, what they experienced.

 Students make their own index cards with the word, picture and a sentence using correct punctuation.

 Students practice oral development, pronunciation and correct verb tense when writing and sharing with their
peers. During this process, teacher record observations and add more vocabulary to the class anchor chart if
necessary.

 Students create a TPR per each word and practice during the concept attainment process to build
background knowledge.

Reading Comprehension -Spanish

Students will have a variety of books showing hibernation of animals and dormancy of plants to read.
Teacher will conduct a small group instruction with homogeneous groups to work in reading comprehension in English,
using questioning, sentence stems to guide students’ responses.

4
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 5

Writing -
(LEA) Language Experience Approach-Students will share orally with a partner their index cards and complete
sentences.
Writing Process: Students write a paragraph using their sentences. The teacher will provide mini-lessons on how to write
an informational paragraph:
 Use of a central idea
 Details that support that main idea
 Concluding sentence
 Use of variety of words
 Reinforce the use of capital letters, variety of complete sentences, punctuation at the beginning and end of the
sentence in spanish(. -! - ?)

5
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 6

Word Study and Fluency -

 Introduce unit vocabulary during word study


 practice decoding
 word work
 fluency

6
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 7

English Spanish

 Hibernation  Hibernar
 Dormancy  Inactivo
 Migration  Migrar
 Shelter  Refugio
 Winter  Invierno
 Adaptation  Adaptación
Sample of the chart

The Bridge (Both languages side by side)

Cognates Cognados

observation observación

organism organismo

animals animales

characterist caracteristi
ics cas

hibernate hibernar

ción tion

Observation Observación

7
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 8

Adaptation Adaptación
Migration MIgración

· Phonology: hibernar—hibernate
· Morphology: observación—observation
· Syntax: El refugio de los animales—The animal’s shelter
· Grammar: ¿Cuál es la diferencia entre hibernar e inactivo? —What is the difference between hibernation and dormancy?

Extension and Application Activities (the other language) Review-Spanish

Create a unit project to apply what students learned throughout the unit. Students will make a sample of hibernation
or dormancy.

Provide students with research materials such as books and online resources such as Discovery Education, Epic,
Reading A-Z, Brain Pop, STEM-Scopes. Students will present their project to the class. Teacher will continue to use
sheltered instruction to provide support to ELLs and modify the lesson in order for all students to participate at their
level.

8
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 9

Summative Assessment: This project will be used to assess unit understanding.

Project example: Students will create an animal chart explaining where they hibernate and what happens during that
time with weather, and environment.

9
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 10

Biliteracy Unit Framework (BUF) Template -Lesson 2 Calero

Lesson 8 in our group unit: Life Cycle---Calero


2.10 (C) Investigate and record some of the stages that insects such as grasshoppers and butterflies undergo
during their life cycle.
Planning for Biliteracy (backwards design, beginning with STANDARDS)

Content Area(s): Language Arts integrated with Science

Content Standard(s): 2.10 (C) Investigate and record some of the stages that insects such as grasshoppers and
butterflies undergo during their life cycle.
Content Big Idea(s): Insect’s Life Cycle (Mosquito)

Language Arts Standard(s):


2.10(C) explain the author’s use of print and graphic features to achieve specific purposes
Language Arts Big Idea(s): Author’s purpose

Content Target(s): 2nd grade students focus on the life cycle of the mosquito. Note: 88% of insects go through four
stages of change (egg, larva, pupa, and adult) called “complete metamorphosis.” The other 12%, like grasshoppers,
go through incomplete metamorphosis, which has 3 stages (egg, nymph, adult) where insects hatch as a smaller,
wingless version of the adult and later develop wings. Also, 2nd grade students are not responsible for the terms
“complete or incomplete metamorphosis.” Even though insects lay hundreds of eggs, not all reach the adult stage
because all stages of an insect’s life cycle are a common food sources for other insects and animals.

Language Targets

10
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 11

Spanish (Preview)- T will show a video about the life cycle of the mosquito and how they undergo distinct changes during their
lives.

https://www.youtube.com/watch?v=F2j8vhFYY-4 (Watch until minute 2:50)

Teacher make the connection in real life where most young animals resemble their parents, like us. When insects are born, the
young do not resemble the parent, but instead change from several times until the insect takes on the adult shape. Life cycles
are simply the stages between birth and death.

● Students will observe the video and the diagram to make their own version of the cycle on their interactive
notebooks. Next to each word, students will write an explanation of what they understand happens on each
stage in Spanish, using correct spelling and accents in Spanish, before, during, and after watching the video.

Teacher will make a diagram for the class as well writing the cycle in Spanish. Students will discuss with their
partner what each stage mean.

11
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 12

● The Bridge- Students will now observe a diagram the teacher will have on the interactive board. Next to their
charts they made in Spanish, and using a color blue pencil, students will write the vocabulary in English. They will
id, cognates and differences on each language.

● English-Students will discuss with their partner the stages of the Life Cycle now in English using the sentence stem:
In this stage the mosquito is _________________________ that means_____________________________.

Summative Assessment:
 Students will write a short explanation of the life cycle with their partner to report to the class. Students will share
with the class later.

12
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 13

Building Oracy and Background Knowledge (One language until the Bridge) Spanish
Language of Instruction: Spanish (This language is maintained until the Bridge; the other language is used in the
Extension Activity.)
Language Resources, linguistic creativity, and cultural funds of knowledge
 Students use multiple varieties of Spanish and refer to stages of the life cycle
 Students use personal experiences with animals to share stories and using both repertories, they can express
what they know, what they experienced.

 Students make their own diagram using the words. At the end they will have a bilingual diagram.

 Students practice oral development, pronunciation and correct verb tense when writing and sharing with their
peers. During this process, teacher record observations and add more vocabulary to the class anchor chart if
necessary.

 Students create a TPR per each word and practice during the concept attainment process to build
background knowledge.

Reading Comprehension -

13
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 14

Students will have a variety of books for insect’s life cycles. Teacher will have interactive cards with each stage on it
and will explain after reading each of them, what happens on each stage of development.

“The mosquito life cycle shows how insect behavior and appearance are very different with each stage of development. Adult mosquitoes do
eat plant material like fruit juices. However, in order for the female mosquito to form eggs, it must get a blood meal when it bites a prey like a
bird, dog, or human. After a mosquito lays eggs on the surface of standing water, the larvae hatch after two days. The larva stage eats the
most, grows, molts several times, and only comes to the surface to breathe. After a week, the larva stops eating and forms a curved pupa
covering where it remains dormant for several days and slowly changes into the adult mosquito. The adult mosquito sits atop the water to dry
its wings before flying off and lasts only 2 more weeks before it lays eggs and dies”.
Writing -
(LEA) Language Experience Approach-Students will share orally with a partner their diagrams.
Writing Process: Students write a paragraph using their sentences. The teacher will remind them the steps to wrote an
informational paragraph:
 Use of a central idea
 Details that support that main idea
 Concluding sentence
 Use of variety of words
 Reinforce the use of capital letters, variety of complete sentences, punctuation at the end of the sentence (. -! -
?)

Word Study and Fluency -

 Introduce unit vocabulary during word study


 practice decoding
 word work
 fluency

14
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 15

English Spanish

 Egg  Huevo
 Larva  Larva
 Pupa  Pupa
 Nymph  Ninfa
 Adult  Adulto
 Stage  Etapa
 Life Cycle  Ciclo de
vida
Sample of the chart

The Bridge (Both languages side by side)

Cognates Cognados

larva larva

Ninfa Nymph

15
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 16

Adulto Adult

Ciclo Cycle

· Phonology: Ninfa-Nymph
· Morphology: Ninfa-Nymph
· Syntax: El ciclo de vida de los insectos—The insect’s life cycle
· Grammar: ¿Qué sucede en cada etapa de la vida de un insecto? —What happens on each stage of an insect’s life cycle?

Extension and Application Activities (the other language) Review-Spanish

Create a slide google doc presentation where each pair will show the life cycle of any insect using what they already
know.

Provide students with research materials such as books and online resources such as Discovery Education, Epic,
Reading A-Z, Brain Pop, STEM-Scopes. Students will share with the teacher their project and the teacher will show what
groups did to the class. Teacher will continue to use sheltered instruction to provide support to ELLs and modify the
lesson in order for all students to participate at their level.

Summative Assessment: This project will be used to assess unit understanding.

16
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Calero, Maria. Bi-Literacy Strategies for Second Language Learners. 17

ELPS for Unit 7 Organisms and Environments: Structures and Processes: Source KATY ISD Curriculum and Instruction
Language ELPS ELPS Objective Stem Lesson Example
Domain

Listening 2(G) Understand the general meaning, main points, and My partner said _____. Students should recognize the
important details of spoken language ranging from I agree/disagree with following science terms: basic
situations in which topics, language, and contexts are _____ because _____. need, environment, flower, food
familiar to unfamiliar. chain, leaf, life cycles, organism,
root, stem, survival, survive

Speaking 3(D) Speak using grade-level content area vocabulary in _____ help Students will share how parts of a
context to internalize new English words and build plants_____. plant help them meet their basic
academic language proficiency. needs.

Reading 4(I) Demonstrate English comprehension and expand The illustration/diagram Students will be able to read
reading skills by employing basic reading skills such as shows _____. illustrations and diagrams to learn
demonstrating understanding of supporting ideas and The difference between about life cycle of various
details in text and graphic sources, summarizing text, _____ and _____ is insects.
and distinguishing main ideas from details _____.
commensurate with content area needs.

Writing 5(G) Narrate, describe, and explain with increasing _____ have _____ to Students will write about how
specificity and detail to fulfill content area writing needs help them _____. characteristics and behaviors of
as more English is acquired. animals help them meet their
basic needs.

17
Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing