Table of Contents ~ Introduction
SECTION to the Unit
PAGE
1
Unit Goals and Ob_iectives
•
Overall e:oals
2
• • •
Overall lesson ob_iectives
2
Content ob_iectives
3
Lesson obiectives
4
Lesson 1
5
• •
Procedures
6
• •
Functional
chart
7
Narrative notional chart
insert
Checklist
9
Lesson 2
I
• •
Procedures
•
Functional
•
Checklist
chart
• •
Functional
•
Checklist
notional chart
13
chart notional chart
•
Checklist
16 insert
chart
17 18 19
Narrative Functional
14 15
Lesson 4 Procedures
12 insert
Narrative
• • •
10 11
Narrative
Lesson 3 • Procedures
8
notional chart
20 insert
Lesson 5 chart
21 22
notional chart
23 24
• • •
Functional
•
Checklist
insert
~Orie:inal lessons Revised work
inserts inserts
Procedures Narrative
~
INTRODUCTION TO THE UNIT
Unit Title: All About Me: The Five Senses
Grade level: All-Day Kindergarten Spanish Dual Language
Target Group: Spanish Dual Language class consisting of 50% English-dominant Spanish-dominant speakers.
speakers and 50%
Type of course: This is an integrated thematic unit with a major emphasis on math and science. All content areas must be taught in Spanish. This program gives the students the opportunity to fully immerse themselves in the Spanish language.
Overview of class: The class is composed as follows: half of the students are English speakers (Spanish Language Learners-SLL) and the other half are Spanish speakers (English Language Learners-ELL). This is a very energetic and "chatty" class. They respond well to visual cues, sounds and singing in and out of transition.
FLA 5211Insturctional Unit
. page 1
UNIT GOALS AND OBJECTIVES
Overall goals: "
I want all my students to a have a general understanding of what the five senses are.
"
I want all of my students to better understand each of the senses' major functions and how they interact with one another.
Overall objectives: Lesson
1
Lesson obiective The students will predict and graph their class eye colors.
Subiect Area
Sense
Math and Science
Sight
2
The students will create a class book after listening to Brown Bear, Brown Bear, What Do You See?
Language Arts
Sight
3
The students will create a class book after listening to Polar Bear, Polar Bear, What Do You Hear?
Language Arts
Hearing
4
The students will predict and verify "Secret Sounds" and graph favorite sound
Math and Science
Hearing
5
The students will examine the taste of three kinds of apples and graph their favorite one
Math and Science
Taste
FLA 5211Insturctional Unit
page 2
CONTENT OBJECTIVES
CT Curriculum Frameworks:
Lesson Science: KA.3
Kinderf!arten
Make predictions based on observed patterns.
1 Math: K4.1.a Visualize information and make comparisons about information displayed in real and picture graphs
Reading: KI: 1.1 Students use appropriate strategies before, during and after reading in order to construct meaning. 2 Writing: K3:3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.
Reading: KI: 1.1 Students use appropriate strategies before, during and after reading in order to construct meaning. 3 Writing: K3:3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task
Science: KA.3
Make predictions based on observed patterns.
4
Math: K4.1.a Visualize information and make comparisons about information displayed in real and picture graphs
Science: KA.3
Make predictions based on observed patterns.
5 Math: K4.1.a Visualize information and make comparisons about information displayed in real and picture graphs
FLA 521lInsturctional
Unit
page 3
LANGUAGE OBJECTIVES Leamim! Strat Lesson
1
ESL STANDARDS: PRE-K-3* Goal 1, Standard 1: Students will use English to interact in the classroom Goal 2, Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form. Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose and setting.
Goal 1, Standard the classroom
2
1: Students will use English to interact in
Goal 2, Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form. Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose and setting. Goal 1, Standard 1: Students will use English to interact in the classroom
3
Goal 2, Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form. Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose and setting. Goal 1, Standard 1: Students will use English to interact in the classroom
4
Goal 2, Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form. Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose and setting. Goal 1, Standard 1: Students will use English to interact in the classroom
5
Goal 2, Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form.
- --~
Advance Student will: Articulate (using a complete sentence) and write the name of their correspondi ng eye color. Indicate their favorite animal sound by usmga complete sentence
Beginner Student will: Indicate their correspondi ng eye color by pointing or picking out a color card.
Intermediate Student will: Articulate their corresponding eye color with phrases or nearly complete sentences.
Indicate their favorite animal sound by usmg gestures and sounds.
Indicate their favorite animal sound with phrases or nearly complete sentences.
Show their favorite animal sound by using gestures and sounds.
Show their favorite animal sound with phrases or nearly complete sentences.
Show their favorite animal sound by usmga complete sentence
Reveal their prediction by pointing to a picture ofthe 'secret sound'.
Reveal their prediction with phrases or nearly complete sentences
Reveal their prediction by using a complete sentence
Name their favorite apple by pointing to it.
Name their favorite apple with phrases or nearly complete sentences
Name their favorite apple by usmga complete sentence
Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose and setting. * Please note that instead of usin2:En2:lish, the students will be usin2:Spanish to meet lan2:ua2:estandards and obiectives. FLA 5211Insturctional Unit page 4
LESSON 1 Lesson objective:
The students will predict and graph their class eye colors.
Content objective: •
Science: KA.3
Make predictions based on observed patterns.
•
Math: K4.1.a Visualize information and make comparisons about information displayed in real and picture graphs.
**Please note that instead of using English, the students will be using Spanish to meet language standards and objectives.
Language objective
•
Goal 1, Standard
•
Goal 2, Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form.
•
Goal 3, Standard and setting.
1: Students will use English to interact in the classroom.
2: Students will use nonverbal communication appropriate to audience, purpose
•
Beginner: card.
Students will indicate their corresponding eye color by pointing or picking out a color
•
Intermediate: Students will articulate their corresponding eye color with phrases or nearly complete sentences.
•
Advance: Students will Articulate (using a complete sentence) and write the name of their corresponding eye color.
Materials: ./ "My Body" Poster ./ Color cards ./ Predicting graph ./ Eye color graph ./ 20 Eye markers ./ Mirror ./ Crayons ./ Glue Sticks
Procedure:
see lesson chart.
FLA 521lInsturctional
Unit
page 5
FUNCTIONAL NOTATIONAL
Learning strategies
Content
Predicting
Science
Classifying
Math
CHART: LESSON 1
Tasks and activities Work and interact whole group to predict
Discussing
Work individually to graph findings
Writing
Discuss findings as a group
Interacting Listening Skills
Speaking Skills
Reading Skills
Writing Skills
Listening for directions and information
Taking turns
Use beginning sounds
Use neatness
U sing gestures when necessary
Matching color words with color cards
Capital letter on first name
Using appropriate responses: one-word, phrases or full sentences Grammar
Vocabulary Using new and previously learned terms
FLA 5211Insturctional Unit
page 8
PROCEDURE CHART: LESSON 1 Task
Comments
Time
Review Vocabulary:
• Opening • •
• •
Input
Ojo (eye) Verde (green) Marron/Cafe (brown) Azul (blue) Negro (black)
Discussion: similarities and differences between eye colors
5 mins
•
Use color cards.
5-8 mins
•
Use color cards.
•
Use prediction graph and have them color in their prediction. Use color cards.
Interaction and discussion:
Output
1. Have them look around to see their classmates' eye color. 2. Have them predict which eye color they think will be found most.
10-12 mins.
•
•
Discussion:
Input
1. Discuss predictions ... why? 2. Have students look into a mirror to find out their eye color.
•
Use big mirror by kitchen area and call 2 kids at a time. Use eye markers. Use eye color graph. Use color cards
•
Use color cards
•
Use color cards Use My Body poster Use prediction graph and eye color graph.
5-8 mins
•
•
Interaction and discussion:
Output
Recap
1. Have students color and graph eye marker. 2. Discuss findings and compare to predictions.
10-12 mins
Review: Vocabulary words and findings.
3-5 mins
•
•
FLA 521lInsturctional
Unit
page 6
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NARRATIVE:
LESSON 4
I contextualized the lesson by providing the students with various items to correspond with the given sound. Along with the items, Iused the previously read book to help them make a connection to the sense of hearing the experiment they were about to do. These strategies helps the students activate prior knowledge and have a better and solid background information before engaging with the interactive part of the lesson. I also encourage the students to use gestures (such as pointing) to express knowledge of material being presented.
I also used total physical response t.o help illustrate and model t.o the students
the appropriate vlays to interact with one another during small group interaction with the "secret containers" . The lesson was made comprehensible by providing the students time to review and/or learn vocabulary necessary to take a more active part in the lesson. I also provided graphic .organizer (such as the recording data sheet) to help the student follow the lesson in a way that was organized and made sense with the material discussed through the lesson. vJring whole group and imiividu..'!I work and discussion I
clearly and adjusted nly speech pace dl.tring Tllno!e group and individtlal instrJcticn as needed, I also encourage the advance Spanish speakers to serve as translators to their neighbor who couldn't understand story. The students had many opportunities to engage at the whole group and individual level. As they were working in their small groups circulated around the room and encourage the students to articuiate their predictions and assure them that it was ok to chance their recorded ans,\vers as needed. Also, during . . I parre . d h I group InteractIon woe up advance S·pC'un.Jsn speaKers V"'/ltn IUter.mecuare t
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help them articulate the various eye colors they Si.nv. I also engaged the students by revealing "secret soun ds" an dh"s armg. thOelf answers an d"mougms or me wnole process t."'d
FLA 5211Insturctional Unit
••
page 19
LESSONS Lesson objective: The students will examine the taste of three kinds of apples and graph their favorite one
Content objective:
•
Science: K.A.3 Make predictions based on observed patterns.
•
Math: K.4.l.a Visualize information and make comparisons about information displayed in real and picture graphs
Language objective: **Please note that instead of using English, the students will be using Spanish to meet language standards and objectives.
•
Goal 1, Standard 1: Students will use English to interact in the classroom
•
Goal 2, Standard 2: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form.
•
Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose and setting.
•
Beginner: Name their favorite apple by pointing to it.
•
Intermediate:
•
Advance: Naattletheir favorite apple by using a complete sentenc.e
Name their favorite apple with phrases or nearly complete sentences
Materials: ./ ./ ./ ./ ./ ./ ./ ../ ./
My Body poster Apples: green, red and yellow (one slice of each kind for each student) Napkins Hand sanitizer Apple cut-outs Apple graph Glue Sticks Crayons Pencils
Procedure:
see lesson chart.
FLA 5211Insturctional Unit
. page 21
PROCEDURE CHART: LESSON S II
I
• • •
Opening
• • •
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Boca (mouth) l\1anzana (apple) Roja (red) Verde (green) Amarilla (yellow) Dulce (sweet) 1\gria (sour)
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FALL INTO MATH AND SCIENCE
518 Instructional
Unit Overvi~
) •
Title: All About Me: The Five Senses
•
Grade level: All-Day Kindergarten
•
Target Group: Spanish Dual Language class consisting of 50% English-dominant and 50% Spanish-dominant speakers.
•
Content objectives: Science Frameworks PreK-5.A Scientific Inquiry: Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
speakers
PreK-5.B Scientific Literacy: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. PreK-5.C Scientific Numeracy: Mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas.
7
•
Language objectives: Science Frameworks K AI: Make observations and ask questions about objects, organisms and the environment KA2: Use senses and simple measuring tools to collect data. KB.l: Read, write, listen and speak about observations of the natural world. KB.2: Seek information in books, magazines and pictures. KB.3: Present information in words and drawings. KC3: Count, order and sort objects by their properties.
•
Source of written materials: These are a list of possible corresponding books that can be used for this unit: 1. 2. 1. 2. 3. 4. 5.
Carle, E. Brown Bear, Brown Bear What Do You See? Carle, E. Polar Bear, Polar Bear What Do You Hear? Cisneros, S. HairsIPelitos Brenner, B. Caras Avery, C E. Everybody Has Feelings/ Todos Tenemos Sentimientos Buchanan, K This House Is Made Out of Mud/ Esta casa esta hecha de lodo Garza Lomas, C In My Family/ En Mi Familia
1
IfLA :,i8 Instructional Unit Overview:
•
Source of lessons: Thematic Unit (All About Me) created by faculty members of Smalley Academy over 5 years ago. I've selected certain parts of this unit for my project. (see attached)
•
Lesson ideas/brainstorm:
(whole group and/or small group)
1. Senses: **Taste: various juices or apples or ice cream and have them graph their favorite kind **Smell: various items with different scents inside covered containers and students have to guess what's inside by smelling it. **Touch: a) various items with different textures inside covered containers and students have to guess what's inside by touching it. b) handprints: make an individual or class collage of handprints and have the students use magnifying glasses to see similar and yet different their hands are. **Hear: various items with different sounds inside covered containers and students have to guess what's inside by touching it. ** See: class book on things they see (after reading Brown Bear, Brown Bear. ... "Maria, Maria, que ves? i Veo un mirando me a mi' **** CULMINATION OF SENSES: a) go on a class walk and in partners or small groups assign a sense (one group can be the eyes, the other can be nose and so on) and report back what they saw, what they smelled and so. b) write a book about their favorite smell, sound and so on.
EXTENSIONS?????
:
1. Graphing and sorting activities: discuss and graph or sort by hair color, eye color, how many boys/girls and by height. 2. Handprints: make an individual or class collage of handprints and have the students use magnifying glasses to see similar and yet different their hands are. 3. "Las Caras de Kindergarten": students will use various materials to create a picture of themselves (hair color, eye color, skin color)
2
FLA 518 Instructional Unit Overview:
4. "See me grow": **Trace their bodies, cut and decorate. Then they can sort by size (biggest to smallest or vice versa) **Measure each student and write their names on "Growing chart". Continue measuring throughout the year 5. Feelings collage: either from magazines, stamps, stickers or drawings 6. "How do you feel today" and graph it 7. "Feelings" memory game: create memory cards with various feelings and have the students play. 8. Family tree: students will help create classroom tree (trunk and branches) by either painting or gluing brown paper bag. Then the students will decorate the leaves with pictures from home. 9. Family portrait: students will create a portrait by using finger paint or shaving cream.
,
'7
10. My house: students will build their home with various materials.
3