Sofia Monzon

Bi-Literacy Strategies for Second Language Learners

Dr. Gomez, Summer 2014, UST

Activity # 12: Presentation of Thematic Unit Lesson

Links to video presentations:
Part One: http://youtu.be/X0pTrhrq1eQ
Part Two: http://youtu.be/DNAAS7NWJcA
Part Three: http://youtu.be/eiBtY0wbRLk
Biliteracy Unit Framework
Lesson # 1
Biliteracy Unit Framework: The Five Senses: Introduction, Lesson
1
Content area: Language and Health
Language in which this
content area is taught:
Spanish
Theme/Big Idea: The Five Senses: Introduction/ Los Cinco Sentidos:
Introduccin
Language allocation for this
grade:
Standards: TEKS
Health: 1.4 The students understand the basic structure and functions
of the human body and how they relate to personal health throughout
the life span. The students are expected to:
(A) identify and demonstrate use of the five senses.
Science: 1.4 The students observe and describe the natural world using
their five senses.
Spanish ELA: 1.B.6. Los estudiantes comprenden vocabulario nuevo y lo
utilizan al leer y al escribir.
ELPS: 74.4.C.1.(A) Use prior knowledge and experiences to understand
meanings in English.
74.4.C.4.(C) Develop basic sight vocabulary, derive meaning of
environmental print, and comprehend English vocabulary and language
structures used routinely in written classroom materials.
74.4.C.2.(E) Use visual, contextual, and linguistic support to enhance and
confirm understanding of increasingly complex and elaborated spoken
language.

_80__% Spanish, _20_ %
English
Content targets: Students will name and identify the five senses and the body parts associated with
those senses.
Language Targets:
Sofia Monzon
Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST
Spanish: Students will name the five senses and identify the parts that are mainly involved in each
sense.
English: Students will name the five senses.
Cross-linguistic: Students will identify, describe, and provide examples of cognates. Students will
compare the use of pronouns in English (I, You) and their implicit counterparts in Spanish (yo, tu,
usted) eg. I use my nose to smell Uso mi nariz para oler.

Summative assessment:
Students will actively participate in class.
Students will match the words to the main sense part and describe by writing the function of the
sense.

Building Oracy and Background Knowledge
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. Words used for this lesson include: baln/pelota;
probar/saborear; tocar/sentir; beber/tomar.
Some students use transfer words from English to Spanish to refer to words in Spanish, such as
tochar/touch.
Students will talk and discuss with other peers about the different parts of the body they use to
smell, see, hear, taste, and feel.
Students will use known words to define the senses and use familiar vocabulary to name things
they can smell, see, hear, taste, and feel using their senses.

Building background knowledge:
The teacher will begin the lesson by sharing about how she enjoys
eating Rice-Krispies for breakfast, and will pour some into a little
bowl. She will describe why she likes them using her five senses
(smell, taste, hear, see, and feel).
The teacher will ask students to turn and talk with a partner about
what they know about the five senses and the organs we use to feel,
hear, taste, smell, and see.
After, the teacher will introduce the unit and the topics that will be
discussed. The teacher will use a GLAD inquiry chart stating: Qu
se acerca de los 5 sentidos? Qu quiero aprender acerca de los 5
sentidos?
The teacher will introduce the vocabulary words and pictures to
represent those words. Also, the teacher will introduce the sentence
stems:
El rgano que utilizo para _______________ es el/la
_____________.
Con la/los ______________ puedo ____________.
Uso mi _______________ para ______________.

Formative assessment:
- Student participation
during discussion and
input for GLAD inquiry
chart.

Sofia Monzon
Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST
Reading comprehension:
The teacher will introduce the book Mis Cinco Sentidos by Aliki
and will do a quick picture walk.
Teacher will read aloud the book and will strategically stop in some
parts to think aloud and ask students to think-talk-share a couple of
times.
After the reading, the teacher will ask the students to recall the
most important information they acquire from the book, and using
the students input the teacher will write the main idea about the
five senses.

Formative assessment
- Teacher observations
during think-talk-
share activity.
- Students input
recalling facts and
understanding main
idea.
Writing:
Students will write a sentence stating the name of the organ, the
sense, and a brief description of what one can do with that sense.
Students will be able to use sentence stems introduced at the
beginning of the lesson (Uso mi _______________ para
__________).

Formative assessment
- Checklist to assess
completion of
requirements for
writing assignment.

Word study:
Students will review the vocabulary words by counting their
syllables.
Teacher will focus on the use of the correct article (el/la/los) to
refer to the organs associated to the five senses.
The five senses words will be placed on the word wall: el olfato, la
vista, el oido, el gusto, el tacto, along with the correct article.

Formative assessment
- Individual observations
in teacher monitoring
book.
- Checklist to record
students performance
on use of correct
articles.

Summative Assessments:
Students will complete a cut and paste activity matching the correct sense to the correspondent
organs.
Students will write complete sentences using sentence stems, stating the sense, organ, and what
can be done with that specific sense and organ.

The Bridge: Strengthening Bridges Between Languages
Language of instruction: Spanish and English
Students will review the words in five senses words in Spanish.
Students will point to the organs and will use a TPR movement to
match the sense.
Students will match the picture and label in English to its
correspondent one in Spanish.

Metalinguistic focus
Cognates
Use of articles (el/la/los)

Formative assessment
- Checklist to record
students participation
in English and
metalinguistic skills.
Extension Activity
Language of instruction: _English__ (the other language)
Students will read the short books in English, part of the The Five
Senses series. These books are different to the ones available for
the students to read in Spanish.

Formative assessment:
- Checklist and rubric
that respects the
resources of the two
language learner.

Sofia Monzon
Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST
References

Aliki. (2000). Mis Cinco Sentidos. Rayo Editorial.
Beeman, K., Urow, C. (2013). Teaching for Biliteracy, Stregthening Bridges between
Languages. Philadelphia PA. Caslon, Inc.
Biblioteca Luis Angel Arango del Banco de la Repblica. (2006). Los Cinco Sentidos.
Retrieved from
http://www.banrepcultural.org/blaavirtual/ninos/web5sentidos/index.htm
BrainPOP. (1999-2014). Health, Body, Senses. Retrieved from
http://www.brainpopjr.com/health/bodies/senses/
Capellini, M. (2005). Balancing Reading & Language Learning, A Resource for
Teaching English Language Learners, K-5. Portland, ME. Stenhouse Publishers.
Caslon Community. (2014). Biliteracy Unit Framework: Sample for 1st Grade. Retrieved
from http://casloncommunity.com/resources/342/