2. TULPs: Don’t let them scare you!
Brainstorm your overall theme and 3 sub-
units, write your objectives, and plan as you
go, day by day.
A TULP is a dynamic lesson plan that can
change as you go.
Trade and share TULP ideas with other teachers.
Creating a TULP takes work, but the results are
worth it.
3. How much time do I spend on a TULP?
This depends on how in-depth you want to go.
Music Music
Classical Modern Futuristic Rock Hip-Hop Pop
Broad More narrowed down
4. ATULP sub-unit can last from 2-3 weeks, a
whole unit could take a semester
As
you study content, the focus is placed
on CALP (cognitive academic language)
Learning has a purpose and a meaning
5. TULP Format
1) Each sub-unit should have content objectives, language
objectives, and strategy objectives.
2) Lessons begin with priming, where you build background
knowledge, see what students already know, introduce
vocabulary and get them interested in the lesson
3) Navigating: reading activities and repetition of vocab is next.
Writing should always follow reading if possible. Help students
actively engage in the lesson, monitor comprehension, use
reading strategies.
4) Amplifying: Analyze/take the lesson to a higher level. Write in
journals, finish K-W-L, critical writing, have students work on
real life problems.
6. 6
What Qs do you ask? Instruction +
Assessment
Green light Q: Literal—factual information
(surface)
Yellow light Q: Interpretive (deeper)
Findwhat is implied
Draw conclusions/make
generalizations/predict outcomes based on
presented facts
Red light Q: Critical/higher-order thinking
Evaluate what you read
TPTE 595 Accommodating CLD Students
7. When designing activities for
your TULPs
Make sure that the activities
Stimulate cognitive growth
Enhance content knowledge
Incorporate academic language input as well as
output
Accelerate language acquisition
Through reading
for authentic writing
C. Brown UTK
11. SWBAT understand the ecological
system of the rainforest and its
impact on environment
Rainforest
What does it How can we save
What can you find
look like? rainforest?
in rainforest?
(Ecosystem & (Deforest &
(Plants & animals)
habitat) Soil erosion)
C.Brown UTK
13. Concepts start with words
Writedown “rainforest” on board
What words do you hear? Do you see any
words you know?
Rain?
Forest? Lots of trees (next slide)
Can you guess what the weather is like?
Lots of rain? “rainforest”
Does rain help trees grow tall?
C.Brown UTK
15. A Rainforest = a jungle
Tarzan and Jane
Who lives in a jungle?
http://www.jamglue.c
om/tracks/85126-
Sound-Effects-Tarzan-
Yell
C.Brown UTK
16. What did I just do?
1. …
2. …
3. …
What do you think would have happened
in terms of student learning?
1. …
2. …
3. …
C.Brown UTK
17. Then, introduce the main topic:
layers of the rainforest
Inrainforests, there are different layers.
“What do I mean by “different layers?”
C.Brown UTK
18. Layers of clothing for winter
http://www.youtube.com/watch?v=q--
6wtCPHg8
C.Brown UTK
24. Layers of the rainforest
Umbrella
Roof
Underneath
C. Brown UTK
Floor
25. Layers of the rainforest
1. EMERGENT LAYER The tallest trees are the
emergents, towering as much as 200 feet above the
forest floor with trunks that measure up to 16 feet
around.
2. CANOPY LAYER This is the primary layer of the forest
and forms a roof over the two remaining layers.
3. UNDERSTORY LAYER Little sunshine reaches this area so
the plants have to grow larger leaves to reach the
sunlight.
• http://www.rainforesteducation.com/life/understory.htm
4. FOREST FLOOR It's very dark down here. Almost no
plants grow in this area, as a result.
• http://www.rainforesteducation.com/life/forestfloor1.htm
C. Brown UTK
26. If we can separate the rainforest
Emergent Canopy
Understory
Forest
C. Brown UTK
28. Ok, what did I do so far?
1. …
2. …
3. …
C. Brown UTK
29. What about if you want to
teach…
A food chain?
What kind of scaffolding should you do?
Vote
for next week demonstration:
Mummies vs. Pyramids
C. Brown UTK
30. Brainstorm Time!!
Whatis a topic that interests you that you
can teach your students?
Think of a unit with 3 sub-units.
Think
of the types of activities that you
would do for each unit.
31. 31
What makes teaching so
good that it makes students
learn more and get excited
about learning?
33. 33
Sin One: No priming
The biggest mistake all teachers make
Lack of meaningful priming
The way teachers start priming
“Do you know what eco-system is?”
“Do you know how what is a healthy diet
is?”
“Have you heard of space foods?”
34. 34
Priming is
More than a mere introduction of the
lesson
Needs to be dramatic enough to get
students’ attention
Lays a foundation for core learning
Directly related to the core concepts
Prepare students for upcoming concept
learning
35. 35
Sin Two: Insufficient language
Input
Not enough language input
Not repeating core language expressions
and phrases
Teachers are oblivious of the fact that
they are CBEIC teachers, not content
area teachers.
36. 36
What kind of language input for a
rainforest?
A rainforest is like a jungle. A rainforest is a
very thick forest. That mean there are
many many trees grow side by side. In the
rainforest, it rains a lot. Because it rains a
lot, it makes the forest very thick. Who lives
in a jungle? Yes, Tarzan lives in a jungle. So
we can say that Tarzan lives in a
rainforest. Who is his girl friend? Jane is
Tarzan’s girl friend. She lives in jungle as
well. She lives in a rainforest.
37. 37
The teacher keeps recycling
vocabulary and content-related facts!
Do you think you need an umbrella when
you visit a rainforest? Yes, you
would, because it rains a lot in a
rainforest. But an umbrella might not be
very convenient in a rainforest. Why
would you think that? Using an umbrella
would not be very convenient because a
rainforest is a thick forest. A rainforest has
many many trees that grow side by side.
You may not be able to move easily with
an umbrella in a thick forest. It would be
very helpful if you have a rain slicker. A
rain slicker is like a rain jacket, or rain
coat, or a rain poncho.
38. 38
Sin Three: lack of supporting
materials
You
need quality teaching visuals and/or
hands-on materials
Do not overuse powerpoint
Bring in real-life objects
Let student feel, smell, taste the real objects
39. 39
Sin Four: No written texts are
visual
Need to make written texts available for
students by posting a poster that contains
content-related facts
40. 40
Sin Five: Not enough reading
You need to both kinds of reading
Expository reading
Anything reading (a few sentences to
paragraphs) related to content is considered
expository reading
Narrative reading
Find stories that somehow related to the unit
you are teaching
i.e., read “The Little Prince” for “solar system”
TULP
41. 41
Sin Six: Providing confusing
directions
Provide clear, step-by-step instruction
Use the sequential vocabulary
like, first, second, third…
Talk slowly and enunciate clearly
If the steps are complicated, prepare a
list on the paper and xerox for the
students
42. An activity you want your students
to do
You want your student to form an inner
circle and an outer circle to interview one
another. Students need to write down the
information on the paper. When an
interview with a person is completed, they
need to rotate to an opposite direction to
start interviewing all over again.
What would you tell your students to do?
C. Brown UTK
