Finding the titanic tu
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Finding the titanic tu

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Finding the titanic tu Finding the titanic tu Presentation Transcript

  • ESL Lesson Planning Thematic Unit Teacher: Sherley M. Cordero López Grade: 5thTheme/Topi Literatur Subject Objectives Standards/ Attitudes & Exploratio Materials Assessmen Teaching Date of Comments c e Integratio Expectation Values n t Strategie Achievemen Selection n s s t Activities □Spanish L1: Recall L/S: The students Routine: Teacher’s Students CA Vocabularywords Titanic “Finding will express Guide will fill out 1 Day : OA 100’s the □ History L2: 5.3 how the Greetings a KWLanniversary Titanic” Skill/Concep activity helps Date Textbook Chart. TPR shipwreck by Robert □ Social t them with the Attendance wreckage FNA D. Ballard Studies comprehension Song Blackboar Titanic survivors from L3: Strategic of the words Last lesson d Crossword NA voyage Reading: □ Science Thinking meaning. review puzzle unsinkable BLA Tradition Chalk iceberg □ Arts L4: Willingness to Exploration: hull Extended R: riskusing Pictures sted □ Phys Ed. Thinking English The students bow 1 Revised by: Dr. Báez
  • 5.2 tocommunicate will observe KWL Chart stern□ Music L1: Students . the word ship deck will define that it will be Crossword steward□ Math the Students will written on Puzzle vocabulary show the board.□ Others: words. engagement of They will Calendar the activities mention Students will W: by words that Weather match participating come to their Chart pictures with 5.1 actively. minds and the the 5.2 teacher will Radio vocabulary Discipline write each words. word on the CD board. The Students will teacher will identify the ask if they vocabulary know any ship words in a that has been crossword very popular. puzzle. When the students Students will guess the state what topic of the they know unit, they will about the participate in topic and the what they vocabulary want to words know. activities. Students will L2: Students read Robert will infer Ballard what biography in vocabulary the textbook. word correspond Vocabulary: to each picture. The students will write the Students will definitions of use the the vocabulary vocabulary words in words. The context. teacher will show pictures L3: Students to the will make students. predictions 2 Those about the pictures are story by related to the observing vocabulary the Revised by: Dr. Báez
  • textbook’s words. The pictures. students have to match each L4: Students picture with will create the words on three the board. sentences They will using complete a different crossword vocabulary puzzle of the words. vocabulary. 3 Thematic UnitTeacher: Sherley M. Cordero López Grade: 5th Revised by: Dr. Báez
  • Theme/Topic Literature Subject Objectives Standards/ Attitudes & Conceptualization Materials Assessment Teaching Date of Comments Selection Integration Expectations Values Activities Strategies Achievement □ Spanish L1: Recall L/S: Understanding Routine: Chart KWL Chart CA 4 days Special Titanic “Finding thatreading is -Greetings Pictures Graphic accommodations OA 100’s the □ History L2: 5.1 a means -Date Radio Organizer offered:anniversary Titanic” Skill/Concept 5.5 ofincreasing -Attendance CD Summary TPR by Robert □ Social knowledge -Review on the Practice Timeline -Enlarged text FNA D. Ballard Studies L3: Strategic and acquiring vocabulary words and Book Match and -Magnifying from Thinking experience. summary of the pp.39 Multiple NA glasses Reading: □ Science chapters Worksheet choice -sitting BLA Tradition L4: R: The students -Song Blackboard exercises arrangement □ Arts Extended will share -Jokes Chalk -incline table Thinking 5.1 their prior -Reflection Laptop -extra time □ Phys Ed. 5.5 and acquired -extra L1: The knowledge Day1: The students will examples □ Music students will with their read silently chapter identify the peers. one. After reading the □ Math vocabulary first chapter, students words and Desire to will answer questions □ Others: its meanings share to check in order to W: andlearn with comprehension. The comprehend others. teacher will assign the story. 5.2 students to read aloud chapter two and three. L1: Students The teacher will make will identify corrections in grammar the main when necessary. idea and Students will answer supporting comprehension details. questions for chapters two and three. The L2: The students will complete students will a graphic organizer in summarize where they will state the story the main idea and “Finding the describe what the Titanic”. pictures in the story show. L3: The students will Day 2: The teacher will formulate read chapter four with their the oral cloze opinions on technique. The teacher the reading will assign students to selection. read chapters five and six. The students will 4 answer comprehension question and complete the organizational outline. Revised by: Dr. Báez
  • Day 3: The teacher willidentify importantdates of the story.Thestudents will identifythe events of the datesgiven by the teacher.Students will completethe timeline with theinformation provided.The students willcomplete the KWLChart.Day 4: The studentswill work with a matchand a multiple choiceexercise. The studentswill write the exercisein their notebooks. Thevocabulary words willbe assessed in thematch exercise. Themultiple choiceexercise is aboutcomprehensionquestions. 5 Revised by: Dr. Báez
  • Thematic Unit Teacher: Sherley M. Cordero López Grade: 5thTheme/Topic Literature Subject Objectives Standards/ Attitudes & Application Materials Assessment Teaching Date of Comments Selection Integration Expectations Values Activities Strategies Achievement □ Spanish The students will L/S: Satisfaction and Routine: Oral Reading Unit Test CA 1 Day Special Titanic “Finding answer pride Date Test Scoring accommodations OA 100’s the □ History comprehension 5.3 inpreparingneat, Greetings Guide Oral offered:anniversary Titanic” questions in well- Weather Reading TPR by Robert □ Social complete developedwritten Review concepts Test Review Test -Enlarged text FNA D. Ballard Studies sentences. work. discussed in past -Magnifying from classes. Unit Test NA glasses Reading: □ Science The students will -sitting BLA Tradition complete a test Writing: arrangement □ Arts review. The student s -incline table R: will write the -extra time □ Phys Ed. The students will answers to the -extra complete a unit 5.1 comprehension examples □ Music test on “Finding questions in the Titanic”. complete □ Math sentences. □ Others: Grammar: The students will write their W: answers correctly 5.2 capitalized and punctuated. Oral: The students will take turns reading the story “Finding the Titanic” aloud. The students will read a short selection about the Titanic. Pronunciation: The students will be 6 evaluated in an oral reading test after practicing reading the Revised by: Dr. Báez
  • actual story ofthe unit.Research:Students willlook forinformation onthe Titanic indifferentsources likemagazines,newspapers,local news andother. Thestudents willshare theinformation withtheir peers atthe beginning ofthe lesson. 7 Revised by: Dr. Báez
  • Subject Science integration Arts The students will have the opportunity to draw. Math Subject: English Spanish Topic: Translation Titanic 100’s Anniversary “Finding the Titanic”Social Studies . Phys. Ed.History of the Titanic. Students will do exercises as a routine activity. Others 8 Revised by: Dr. Báez
  • ESL LESSON PLANNING RESOURCES Instructional Assessment Teaching Strategies, Affective Domain Materials, Techniques and Methods, Resources, and Strategies Approaches, and Technologies Techniques Attitudes & Values□ Textbook □ Checklists □ GTM □ Willingness to risk using English to communicate□ Charts □ Rubrics □ SM □ Understanding that reading is a means of increasing knowledge and acquiring experience□ Hand outs □ Projects □ DM □ Satisfaction and pride in preparing neat, well-developed written work□ Organizers □ Tests □ RA □ Willingness to appreciate suggestions and feedback from teachers and classmates□ Flash cards □ Quizzes □ ALM □ Desire to share and learn with others□ Visuals □ Speeches □ CCL □ Relates cultural diversity to self□ Technological devices □ Oral presentations □ CLL □ Using reading to relate to self and world□ Audio devices □ Reports □ SW □ Awareness of the joy that literature connects us to other cultures as well as our own□ Big Book □ Research □ Suggest.□ Dictionaries □ Discussions Universal Moral Values □ Coop. □ Respect for life □ Honesty□ Booklets □ Group work □ LEA□ Masks □ Writing tasks □ Dignity □ Objectivity □ MI □ Solidarity □ Justice□ Puppets □ Reading tasks □ E/S I□ Authentic materials □ Scavenger hunts □ Autonomy □ Genuine □ LA □ Excellency □ Inquiry□ Realia □ Organizers □ Research Based □ Love □ Argumentative□ Word banks □ Questions/responses □ Project Based □ Cooperation □ Organized□ Wheels □ Team work□ Games □ Logs □ Task Based □ Consciousness □ Fair, Equal□ Fishing box □ Comic strips □ Inquiry Based □ Will □ Empathy□ Treasure chest □ Brainstorm □ Computer Based □ Common Sense □ Respect□ Slides □ PP □ Subject Based □ Pride □ Tolerance□ Grids □ Portfolio □ Competency Based □ Self-Esteem □ Politeness□ PP □ Journal □ Brain Based □ Integrity □ Loyalty□ Internet □ Debates □ Problem Based □ Sense of Belonging □ Communicative□ Calendar □ Anecdotal records □ Content Based □ Self-Fulfillment □ Social Interaction□ Boards □ Reflections □ EIL □ Overcome □ Supportive, Helpful□ Files □ Reactions □Other: □ Responsibility □ Generous□ Markers/Chalk □ Drawings □ Courage □ Team Player□ Coloring materials □ Observations □ Creativity □ Other:□ Office supplies □ Cooperative Tasks□ Roulette □ Oral tasks□ Songs □ Listening tasks□ Other: □ Self-evaluation □ Peer evaluation □ Minute paper □ Miscue analysis □ Conversational tasks □ Conceptual maps □ Dialogues □ Monologues 9 □ Drama □ Songs □ Other: Revised by: Dr. Báez
  • METHODS & TEACHING STRATEGIES ACRONISMSNA Natural ApproachTPR Total Physical ResponseCA Communicative ApproachOA Oral ApproachBLA Balance Literature ApproachFNA Functional/Notional ApproachSW Silent WaySM Suggestopedia MethodCCL Cognitive Code LearningLA Language ApproachBL Balance LiteratureGTM Grammar Translation MethodRA Reading ApproachEIL English Independent LearningCLL Community Language LearningALM Audio-lingual MethodDM Direct MethodMI Multiple IntelligencesE/SI English Situational Instruction 10 Revised by: Dr. Báez