Finding the titanic tu
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  • 1. ESL Lesson Planning Thematic Unit Teacher: Sherley M. Cordero López Grade: 5thTheme/Topi Literature Subject Objectives Standards/ Attitudes & Exploration Materials Assessment Teaching Date of Comments c Selection Integration Expectations Values Activities Strategies Achievement □ Spanish L1: Recall L/S: The students Routine: Teacher’s Students CA Vocabulary Titanic “Finding will express Guide will fill out 1 Day words: OA 100’s the □ History L2: 5.3 how the activity Greetings a KWLanniversary Titanic” Skill/Concept helps them with Date Textbook Chart. TPR shipwreck by Robert □ Social the Attendance wreckage FNA D. Ballard Studies L3: Strategic comprehension Song Blackboard Titanic survivors from Thinking of the words Last lesson Crossword NA voyage Reading: □ Science meaning. review Chalk puzzle unsinkable BLA Tradition L4: Extended iceberg □ Arts Thinking Willingness to Exploration: Pictures hull R: riskusing English sted □ Phys Ed. L1: Students tocommunicate. The students KWL Chart bow will define the 5.2 will observe stern □ Music vocabulary Students will the word ship Crossword deck words. show that it will be Puzzle steward □ Math engagement of written on the Students will the activities by board. They Calendar □ Others: match participating will mention pictures with actively. words that Weather the W: come to their Chart vocabulary Discipline minds and the words. 5.1 teacher will Radio 5.2 write each Students will word on the CD identify the board. The vocabulary teacher will words in a ask if they crossword know any ship puzzle. that has been very popular. Students will When the state what students guess they know the topic of about the the unit, they topic and will what they participate in want to the vocabulary know. words activities. L2: Students Students will 1 will infer what read Robert vocabulary Ballard word biography in correspond Revised by: Dr. Báez
  • 2. to each the textbook.picture.Students will Vocabulary:use thevocabulary The studentswords in will write thecontext. definitions of the vocabularyL3: Students words. Thewill make teacher willpredictions show picturesabout the to thestory by students.observing the Those picturestextbook’s are related topictures. the vocabulary words. TheL4: Students students havewill create to match eachthree picture withsentences the words onusing the board.different They willvocabulary complete awords. crossword puzzle of the vocabulary. 2 Revised by: Dr. Báez
  • 3. Thematic Unit Teacher: Sherley M. Cordero López Grade: 5thTheme/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 3 the reading will assign students to selection. read chapters five and six. The students will answer comprehension Revised by: Dr. Báez
  • 4. question and completethe organizationaloutline.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. 4 Revised by: Dr. Báez
  • 5. 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 5 evaluated in an oral reading test after practicing reading the Revised by: Dr. Báez
  • 6. 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. 6 Revised by: Dr. Báez
  • 7. 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 7 Revised by: Dr. Báez
  • 8. 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 8 □ Drama □ Songs □ Other: Revised by: Dr. Báez
  • 9. 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 9 Revised by: Dr. Báez