ct820 Thematicunitfinalproject Salinas

M7: Thematic Unit Final
C&T 820: Teaching English as a Second Language/ Bilingual Education

Pamela Salinas
Kansas University
Passport to the Rainforest: A Sheltered Instruction Math Unit
Passport to the Rainforest is built for a sixth grade class of

English learners in a Kansas public school and is aligned to the Kansas
Common Core State Standards.
This class has a diverse student population and Im committed to
serving their needs. In the school where these lessons took place,
serves children in kindergarten to sixth-grade, there are 474 students,
25 teachers, two special education instructors, five aides, one speech
therapist, one guidance counselor, one nurse, one custodian, one
secretary and one principal.
There is a wide range of language diversity within the population
of students. For example, 39.7% of the schools students are
considered Limited-English Proficient, and the following breakdown
shows the range of first languages spoken at home: 46.4% Spanish,
37.7% English, 11.1% Haitian Creole French, 1.2% French, 1.2%
Portuguese, .8% Akan, and .4% Tagalog. A self-contained bilingual/ ESL
classroom exists at each grade level between kindergarten and sixth
grades for students at proficiency levels 1-3. English learners at
proficiency levels 4 and 5 are placed in the general education program
and receive Language Arts Literacy instruction from a certified ESL
teacher.
The sixth grade classroom consists of twenty-one students:

eleven Hispanic males, and ten Hispanic females. All students are
natives of Mexico, except one who is from Per. The students were all
but one in the same school last year and there are no students who
have been retained. All students speak Spanish as their first language.
The students have varying achievement levels. Knowing these
different levels helps place the students into high, regular, and low
groups for subjects like reading.
Although Spanish is the primary language at home, in class,
most students speak English during a lesson. When theyre conversing
amongst each other, most of them speak in Spanish. The students
range in age from 11 to 12 years old. Most are first generation
Americans.
The students in this classroom contain a range of learning
approaches. Ive noticed students learn best visually. Hands-on
approach is utilized but many times they lose themselves in the
activity and become easily distracted. The students enjoy lessons that
allow them to make associations to their own lives.
This unit, Passport to Rainforest, was chosen for an array of
reasons. The first being one of the students mentioning a visit to the
rainforest with their family over the summer. This topic ignited a
conversation amongst peers and many realized they knew a lot of
animals in the rainforest. Another reason I felt this theme was
appropriate was because of the rich vocabulary and hands-on

approaches I had brainstormed. I felt this kind of theme would allow
students to remain engaged and have a fun time learning (Diaz-Rico, p.
52). I also felt that this theme would allow students for multiple
opportunities to listen, speak, read, and write.
The complete objectives of this unit relate to the 6th grade
Common Core State Standards for English Language Arts and the
Kansas Curricular Standards for English for Speakers of Other
Languages. In regards to the content objectives, students will recall
data or information from the story, The Great Kapok Tree, interpret the
importance of the rainforest and effects of deforestation, create an
alternative ending to a story to create a message, use a graphic
organizer to identify the parts of a persuasive piece, compose a
persuasive essay on the importance of maintaining our rainforest, write
from the point of view of an endangered species, discuss why the
rainforest is being destroyed and why we should try to save it, create a
brochure indicating their desire to save the rainforest and use
knowledge of English language grammar and usage to express ideas
effectively.
Regarding the language objective, students express personal
ideas through conversation with classmates about the story, express
personal opinions on ways people can do their part to conserve the
rainforest and comprehend why people are destroying the rainforest.
What I found most challenging about from these lessons was

supporting the students who had recently arrived. While I wanted to
support his first language, Spanish, I couldnt due to the fear of the
student feeling comfortable with speaking to me in Spanish (Diaz-Rico
p.316). I felt that that student wouldnt try working on their English as
hard as Id like them to. They do however; get pulled out of the
classroom for small groups in ESL. Its safe to say that not allowing
myself to translate was my biggest struggle.
I did chose activities where the students were able to work with
their peers. While I didnt allow students to select their partners or
group, I did allow them to decide their job roles within their groups. I
was careful in grouping students that were more English proficient with
students whom I felt needed some additional support. I also made
sure to pair students who were shy with others who are more eager to
participate during class discussions.
For two out of the three lessons, I provided rubrics. I wanted the
students to be aware of the expectations. I felt this way, they would
prepare more and thered be no surprises. While observing students
work independently, I noticed some of the students crossing out parts
of the rubric they felt they had done a well job in.
Each of the three SIOP lessons, focused on collaboration. In the
first lesson, groups of two students were to brainstorm a possible
alternative ending to The Great Kapok Tree. It was really nice to listen
to them give each other ideas on what couldve happened in the story
instead of what did. Many of the groups complimented each other due
to the grouping. In the second lesson, students had the opportunity to
have debate over eating Oreo cookies during instruction or not, and
supported their assigned opinion with facts. I chose Oreo cookies
because I knew the class familiar with those cookies. I tried finding a
product that was sold in Mexico and Per. In the third lesson, students
worked together using technology (Hafner, 2013). I realize not all
students have been exposed to technology therefore; again I paired
students with students who were more technologically savvy. In the
Tesol Quarterly, Hafner states, virtual worlds of digital media
constitute important learning contexts for language learners.
Although the brochures took longer to complete due to the shortage in
classroom computers, the students really enjoyed creating something
on the computer. One thing I feel I couldve assisted with in the use of
the computer, was to have provided opportunities for students to have
done previous projects using the computer so that the students may
have been better acquainted with this tool.
In conclusion, Passport to the Rainforest, gave me the
opportunity to teach language through content. The multiple
opportunities for a hands-on approach experience engaged the
students in their learning activities (Brandle, 2008). I enjoyed creating
a thematic unit and will plan for others in order to produce more
language for ELL students.
Bibliography
Rico, L., & Rico, L. (2008). Strategies for teaching English learners (3rd ed.). Boston:
Pearson/Allyn and Bacon.
Hafner, C., Chik, A., & Jones, R (2013). Engaging with digital literacies in TESOL.
TESOL Quarterly, 47(4), 812-815
Brandle,Klaus.(2008).PrinciplesofCommunicativeLanguageTeachingandTask
BasedInstruction.
SDAIE Lesson Plan for English Language Development

Teachers Name: Pamela Salinas
Grade/ Class/ Subject: 6th Grade SDAIE Language Arts
Unit Theme: Passport to the Rainforest
Date: December 14th, 2015

Lesson #1: Recall vocabulary
PERFORMANCE STANDARDS
Content Standards
Common Core State Standards for English Language Arts &

Literacy in History/ Social Studies, Science, & Technical Subjects
Grade 6 Students
(http://www.kstate.edu/ksde/qpa/handouts/reading1.pdf)
STANDARD 1: Reading: 6th Grade

The student reads and understands text
across the curriculum
Benchmark 3: The student expands
vocabulary
STANDARD 2: Literature 6th Grade
The student responds to a variety of text.
Benchmark 1: The student uses literacy
concepts to respond and interpret the text.
(http://www.corestandards.org/ELA-Literacy/)
Reading
Key Ideas and Details
6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
6.3 Describe how a particular storys or dramas plot unfolds in a
series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
Craft and Structure
6.4 Determine the meaning of words and phrases as they are used in a
text, including figuratively and connotative meanings; analyze the
impact of a specific word choice on meaning and tone.
Writing
Integrations of knowledge and ideas
6.3.E Provide a conclusion that follows from the narrated experiences
or events.
Speaking and Listening
Comprehension and Collaboration
6.1C Pose and respond to specific questions with elaboration and
detail by making comments that contribute to the topic, text, or issue
under construction.
Language
Conventions of Standard English
6.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Kansas Curricular Standards for English for Speakers of Other Languages (ESOL)
Kansas State Department of Education Adopted March 2011
http://www.swprsc.org/vimages/shared/vnews/stories/4e6e327c97a4c/KS%20Curr%20Stnds%20for%20ESOL.pdf
In this lesson, the language focus will be on:

9
Listening
Speaking
Reading
Writing
Vocabulary: 2. Demonstrate recognition of word structure to determine the meaning of words, with support
of pictures, gestures, and repetition.
Comprehension of Information Presented Orally: 6. Demonstrates listening comprehension of familiar
content, presented with simplified speech and visual support, by responding non-verbally or performing
tasks with pictures and single words.
Vocabulary: 3. Use general vocabulary terms from all parts of speech about familiar topics, with visual,
non-verbal and text support.
Grammar: 8. Use grade-level transitional words and phrases to create a logical message within sentences,
with support.
Conversations and Discussion: 19 Use communication strategies, including voice volume and proximity, to
participate in short paired or small group discussions.
Comprehension of Informational and Literacy Texts: 9. Math key vocabulary related to the main idea in
simplified informational text, using visual support, cognates, and dictionaries.
Strategies: 19. After reading, demonstrate understanding of the text by identifying what is directly stated in
the text, with support.
Vocabulary: 3. Use adequate content specific vocabulary to write in a variety of genres, with support.
Grammar: 8. Use content-specific transitional words and phrases to move from one idea to the next in
composing complex sentences and short paragraphs, with support.
Academic Information: 21. Write a summary statement about a familiar topic based on information from a
graphic organizer, using modeled sentence patterns, with support.
LESSON OBJECTIVES
Content Objectives
SWBAT:
Recall data or information from the story, The Great Kapok Tree
Interpret the importance of the rainforest and effects of deforestation
Rewrite the ending of the story to create a new message
Language Objectives
By the end of the lesson, ELLs WBAT:
Comprehensible Input
Comprehend the new vocabulary words found in the text that were supported by pictures, The Great Kapok
Tree
Comprehend phrases through the use of Google Translate
Engaged Output
Express personal ideas through conversation with classmates about the story
Function
(in - ing form, eg. Retelling a story)
1. Retell story events through using a story map
Form
(grammatical term and/ or example, eg. Past Tense:
The boy went to see his grandfather)
Place appropriate character traits, actions, and
consequences in a story mapping chart
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2. Making predictions by thinking of what may if

less animals approach the man
3. Drawing conclusions by describing the possible
outcome of cutting down the tree
Conditional mode: If less animals approach him in his

sleep, the man might cut down the tree.
Future tense: I predict the man may cut down the tree if
less animals approach him in his sleep
Would the people ultimately be happier than they were
before the man cut down the tree?
Specialized Vocabulary
Academic Vocabulary
Cohesion Words
Vocabulary that is critical to an

understanding of the content
Vocabulary that is critical to

participation in academic tasks,
such as categorize, list,
describe
recall
identify
interpret
rewrite
Vocabulary that links concepts in

meaningful ways, such as
conjunctions and time markers
rainforest
pollen
dangle
fragrant
pollinate
slithered
canopy
moments before
generations
another
soon
Special Cross-Cultural Considerations for ELLs

While few students may not have acquired some vocabulary in the past, many will
be able to identify words through manipulatives, pictures, and similarities in words
(cognates). When grouping students in efforts to rewrite an alternative ending, I will
group students heterogeneously. I will be sure to group students who require more
support with students who are more English proficient as well as students who are willing
to help their peers. However, I do realize there is one student who often needs assistance
in the recalling vocabulary with the use of images, I will be sure to provide the student
with the new vocabulary words with images if applicable.
Materials:
Book The Great Kapok Tree by Lynne Cherry
Print-out of story for each
studenthttp://www.timelessteacherstuff.com/readerstheater/GreatKapokTree.pdf
Nature CD
Smart board
Worksheet
radio
Lesson Sequence This may be adjusted to accommodate unique lesson plan features.
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MOTIVATION 10 minutes (Describehowyouwillbuildbackgroundandthespecific

strategiesthatyouwillusetoensuretheparticipationofELLs.)
Theteacherwill:
1.TeacherwillhaveaCDplayinginthe
backgroundofvariousnaturesounds.As
thestudentsarelisteningtothemusic,the
teacherwillaskstudentswhattheythink
theyrelisteningto.Haveyoueverheard
thesekindsofsoundsbefore?Whatdo
youthinkwellbesharingtoday?
Thestudentwill:
1.Studentswilllistenattentivelytofigure
outthesoundstheyarehearingthroughthe
radio.Studentswillbegingatheringideas
ofwhatanimalsaremakingthosesounds
andwherecouldtheybe.
2.Teacherwillaskstudentstolocatea
classmateclosesttothemanddiscusswhat
animalstheyhearandwheretheythink
theseanimalsare(thinkpairshare).
2.Studentswillfindaclassmateandbegin
todiscusswhatanimalstheythinktheyare
hearingandwheretheythinktheseanimals
arelocated.
3.Teacherwillcallthestudentsbackto
theirseatsandaskstudentswhattheir
partnersharedwiththem.
3.Studentswillhavetorecallwhattheir
partnersaidandshareitwiththeclass.
PRESENTATION 10 minutes (Describethespecifictechniquesyouwillusetomake

yourpresentationofnewmaterialcomprehensibletoELLs,toprovideopportunitiesfor
interactionthroughappropriatequestioning,andtoassesswhetherornotELLsare
gettingit.)
The teacher will:
1. Teacher will provide students with a
power point presentation on key
vocabulary words that are part of the story,
The Great Kapok Tree. The power point
will enhance comprehension through visual
images (rainforest, canopy, dangle,
fragrant, pollen, pollinate, slithered).
The student will:

1. Students will watch the slides on the
power point presentation, listen to the
words, repeat the words, and listen for the
meaning of it.
2. Teacher will read the story to the class as 2. Students listen closely and recall
well as hand out a copy of the story with
vocabulary words to understand the text
space to note vocabulary words or words
read. If they struggle with a word, students
they need help remembering. Teacher will
can make notes of that word as well as
remind students to try to recall the
draw a picture to help them remember the
vocabulary words as theyre being read in
word.
the story.
PRACTICE / APPLICATION 20 minutes (Describetheactivitiesyouwilluseto
allowformeaningfulinteractionandpracticeusingALLlanguageskills,thestrategies
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youwillusetoensurefullparticipationbyELLs,andthetechniquesyouwilluseto
assesstheirsuccessintheactivities.)
The teacher will:
The student will:
1. As a class, we will discuss the story. 1. 1. Students will actively participate in a
Questions:
classroom discussion.
What is the main idea?
What were the animals saying to
the sleeping man?
How do you think the animals felt?
Teacher will encourage students to try to
use some vocabulary terms in their
discourse. Whole class discussions help
students practice the target language. If
some students shy away from participating,
teacher will be prepared to call a name
randomly out of a can.
2. Teacher will pass out a short worksheet
titled Story Mapping: Character Map to
further our class discussion. In pairs,
students will be coming up with an
alternative ending to the story. Students
will decide which character they want to
include (new characters if theyd like) and
describe what they look like, what they do,
and how other characters react to this
character. Teacher will provide examples:
Perhaps the animals take action
Maybe the sleeping man recites his
dream to another man with an ax.
2. Students will be paired with a student

the teacher has already selected for them.
Groups of two will brainstorm a possible
ending for the story and complete the
mapping web.
Formative Assessment: Teacher will assess students by their creative ending to the story.
use of new vocabulary in their story and class participation.
EXTENSION 5-10 minutes (Describeadditionalfollowupactivitiesyouwilluse
withELLstoaddressanyareasthatyoudeemneedfurtherexplanationorpracticeto
ensuretheirmasteryofthecontentandlanguageobjectives.)
If time permits, teacher will ask students to act out their ending. Teacher will inform
students that for those who participate in this final activity, will be rewarded with
classroom participation recognition. Teacher will have previously collected props for
students to use if needed.
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Vocabulary Words
________________________________
________________________________
________________________________
TheGreatKapokTree
ByLynneCherry
Parts(14):Narrator,TheMan,Monkey,Boa,2Butterflies,Toucan,
Frog,Jaguar,2Porcupines,Anteater,Sloth,Boy
<><><><><><><><><><><><><><><><><><><><><><><><><
><><><><>
Narrator:Onemanwaswalkingintotherainforest.Moments
before,theforesthadbeenalivewiththesoundsofsquawkingbirds
andhowlingmonkeys.Nowallwasquietasthecreatureswatched
themanandwonderedwhyhehadcome.Theman
stopped
andpointedtoagreatKapoktree.Thenhetooktheaxhecarried
andstruckthetrunkofthetree.
Theman:Whack!Whack!Whack!
Narrator:Thesoundsoftheblowsrangthroughtheforest.Thewood
ofthetreewasveryhard.
Theman:Chop!Chop!Chop!Narrator:Themanwipedoffthe
sweatthatrandownhisfaceandneck.
________________________________
________________________________
________________________________
Theman:Whack!Chop!Whack!Chop!Narrator:Soontheman
grewtired.HesatdowntorestatthefootofthegreatKapoktree.
Beforeheknewit,theheatandhumof
theforesthadlulled
himtosleep.AboaconstrictorlivedintheKapoktree.He slithered
downitstrunktowherethemanwassleeping.Helookedatthegash
the
axhadmadeinthetree.Thenthehugesnakeslidveryclose
tothemanandhissedinhisear.
Boa:Senor,thistreeisatreeofmiracles.Itismyhome,where
generationsofmyancestorshavelived.Donotchopitdown.
Narrator:Abutterflyflewnearthesleepingmansear
________________________________
________________________________
________________________________
Butterflies:Senor,ourhomeisinthisKapoktree,andweflyfrom
treetotreeandflowertoflowercollectingpollen.Inthiswaywe
pollinatethetreesandflowersthroughouttherainforest.Yousee,
alllivingthingsdependononeanother.
Narrator:Atroupeofmonkeysscampereddownfromthecanopyof
theKapoktree.They chatteredtothesleepingman.
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Monkey:Senor,wehaveseenthewaysofman.Youchopdownone
tree,thencomebackforanotherandanother.Therootsofthese
greattreeswillwitheranddie,andtherewillbenothinglefttohold
theearthinplace.Whentheheavyrainscome,thesoilwillbe
washedawayandtheforestwillbecomeadesert.
________________________________
________________________________
________________________________
Narrator:Atoucanflewdownfromthecanopy.
Toucan:Senor!Youmustnotcutdownthistree.Wehaveflown
overtherainforestandseenwhathappensonceyoubegintochop
downthetrees.Manypeoplesettleontheland.Theysetfiretoclear
theunderbrush,andsoontheforestdisappears.Whereoncethere
waslifeandbeautyonlyblackandsmolderingruinsremain.
Narrator:Somebrightandsmalltreefrogscrawledalongtheedgeof
aleaf.Insqueakyvoicestheypipedintheman'sear.
________________________________
________________________________
________________________________
Frog:Senor,aruinedrainforestmeansruinedlives...manyruined
lives.Youwillleave manyofushomelessifyouchopdownthis
greatKapoktree.
Narrator:Ajaguarhadbeensleepingalongabranchinthemiddleof
thetree.Becausehisspottedcoatblendedintothedappledlightand
shadowsoftheunderstory,noonehadnoticedhim.Nowheleapt
downandpaddedsilentlyovertothesleepingman.Hegrowledin
hisear.
Jaguar:Senor,theKapoktreeishometomanybirdsandanimals.If
youcutitdown,wherewillIfindmydinner?
________________________________
________________________________
________________________________
Narrator:Twotreeporcupinesswungdownfrombranchtobranch
andwhisperedtotheman.
Porcupines:Senor,doyouknowwhatweanimalsandhumansneed
inordertolive?Oxygen.And,Senor,doyouknowwhattrees
produce?Oxygen!Ifyoucutdowntheforestsyouwilldestroythat
whichgivesusalllife.
Narrator:AnanteaterclimbeddowntheKapoktreewithherbaby
clingingtoherback. Theunstripedanteatersaidtothesleeping
man.
Anteater:Senor,youarechoppingdownthistreewithnothought
forthefuture.Andsurelyyouknowthatwhathappenstomorrow
dependsuponwhatyoudotoday.Thebigmantellsyoutochop
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downabeautifultree.Hedoesnotthinkofhisown children,who
tomorrowmustliveinaworldwithouttrees.
________________________________
________________________________
________________________________
Narrator:Athreetoedslothhadbegunclimbingdownfromthe
canopywhenthemenfirstappeared.Onlynowdidshereachthe
ground.Ploddingeversoslowlyovertothesleepingman,shespoke
inherdeepandlazyvoice.
Sloth:Senor,howmuchisbeautyworth?Canyoulivewithoutit?If
youdestroythebeautyoftherainforest,onwhatwouldyoufeast
youreyes?
Narrator:AchildfromtheYanomamotribewholivedintherain
forestkneltoverthesleepingman.Hemurmuredinhisear.
________________________________
________________________________
________________________________
Boy:Senor,whenyouawake,pleaselookuponusallwithneweyes.
Narrator:Themanawokewithastart.Beforehimstoodtherain
forestchild,andallaroundhim,staring,werethecreatureswho
dependeduponthegreatKapoktree.Whatwondrousandrare
animalstheywere!Themanlookedaboutandsawthesunjewels
amidstthedarkgreenforest.Strangeandbeautifulplantsseemedto
dangleintheair,suspendedfromthegreatKapoktree.Theman
smelledthefragrantperfumeoftheirflowers.Hefeltthesteamy
mistrisingfromtheforestfloor.Butheheardnosound,forthe
creatureswerestrangelysilent.Themanstoodandpickeduphisax.
Heswungbackhisarmasthoughtostrikethetree. Suddenlyhe
stopped.Heturnedandlookedattheanimalsandthechild.He
hesitated.Thenhedroppedtheaxandwalkedoutoftherainforest.
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Lesson #2: Compose a persuasive essay
Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, &
Technical Subjects
Grade 6 Students
Reading
Key Ideas and Details
6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
Text Types and Purposes
6.1.A Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or
text.
6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Writing
Reading
Speaking
Listening

Vocabulary: 2. Demonstrate recognition of word structure to determine the meaning of words, with support of visuals, actions,
and modeling.
Comprehension of Information Presented Orally: 6. Demonstrate listening comprehension of a topic and details about familiar
information, presented with simplified speech and visual support.
Conversations and Discussions: 7. Demonstrate comprehension of social and grade-level academic interactions by attending to
the speaker, asking for clarification, and offering opinions during discussions.
Grammar: 6. Use past, present, future, and progressive verb tenses of regular and irregular verbs, with support.
Grammar: 8. Use grade-level transitional words and phrases to create a cohesive and logical message within sentences, with
support.
Personal Information: 11 Express opinions and feelings using sentences, with support such as sentence stems, sentence frames,
and notes.
Comprehension of Informational and Literacy Texts: 9. Math key vocabulary related to the main idea in simplified
informational text, using visual support, cognates, and dictionaries.
Strategies: 19. After reading, demonstrate understanding of the text by identifying what is directly stated in the text, with support.
Vocabulary: 3. Use adequate content specific vocabulary to write in a variety of genres, with support.
Grammar: 8. Use content-specific transitional words and phrases to move from one idea to the next in composing complex
sentences and short paragraphs, with support.
Writing Conventions: 11. Spell simple and content-specific words, with support.
Academic Information: 20. State and justify a position using simple sentences to create a paragraph, with support.
22
LESSON OBJECTIVES
Content Objectives
SWBAT:
Use a graphic organizer to identify the parts of a persuasive piece
Compose a persuasive essay on the importance of maintaining our rainforest
Write from the point of view of an endangered species
Language Objectives
Comprehend why the rainforest is an important factor in our lives.
Engaged Output
Express personal opinions on ways that people can do their part to conserve the rainforest
Function
1. Expressing why we need to preserve our
rainforest
2. Persuading the reader
Form
Subject Verb Agreement:
The animal lives the rainforest
The animals live the rainforest.
Use of verbs:
He will cut the trees that are homes to these animals.
The animals sleep and eat in the rainforest.
Academic Vocabulary
Cohesion Words


describe
recall
identify
list
compose
analyze

Review vocabulary:
rainforest
pollen
dangle
fragrant
pollinate
slithered
canopy
New vocabulary:
persuasive
endangered species
extinct
first
second
third
next
last
also
for example
23
deforestation
fact
After the first lesson, I learned many students new the names of most animals.
While they could recall the names, they could not recall the reasons the animals gave the
sleeping man to not cut down the tree. I thought a good way they could recall the reasons
would be to write them down on a list. Then I thought the writing would take long and
Id really like for them to spend that time on their persuasive writing instead so, I created
a cut and paste activity where they are to read the reasons the animals gave the sleeping
man and glue them next to the animal who said it.
Also, because a few of the animals names sound similar in Spanish, I thought itd
be great to add them to our cognates word wall to assist them in recalling the names of
those animals if need be.
Materials:
Already selected books:
o Welcome to the Greenhouse by Jan Yolen
o One Day in the Tropical Rain Forest by Jean Craighead George
o The Greenhouse Effect by Darlene r. Stille
o Vanishing Forests by Helen J. Challand
o Global Warming by Jean F. Blashfield and Wallace B. Black
o Where the Rain Forest Meets the Sea by Jeannie Baker
The individual print out of story each student already has
Animals whisper worksheet
Computers with internet access
Persuasion Map
Theteacherwill:
1.Teacherwillbeginthelessonby
bringingoutapackofOreocookies.
Thestudentwill:
1.Studentswillmostlikelyhavegivenall
theirattentiontotheirteacher.
2.Teacherwillthenaskstudentsifthey
thinkitdbeokiftheyhadsomeofif
theydgetintotroubleforhavingasnack
duringinstructionaltime.
2.Somestudentsmightagree,thatthey
shouldhaveOreos,whileothermaysay
theydratherwaituntillunchtime.
3.Teacherwillaskwhytheymaythink
3.Studentswillbegintoformreasonsasto
24
theymayormaynotgetintotrouble.
whytheyshouldorshouldnthavethe
Oreos.

gettingit.)
The teacher will:
The student will:
1. Teacher will inform students that what 1. 1. Students will recall what they had just
they just did, was an attempt to persuade
shared with class and their reasoning for
the teacher to either share or hold on to the the side they chose.
Oreos for a while. Teacher will then
inform students what persuasion means.
2. Teacher will create a persuasive writing
poster themed with an Oreo.
O: Opinion tell how you feel about the
topic
R: Reasons tell some reasons or
information to support your opinion
E: Examples tell details or examples that
support your opinion
O: Opinion restate your opinion with
feeling
2. Students will take note in their

notebooks in order to be able to recall
whats needed in order to write a persuasive
essay.

The teacher will:
The student will:
1. Teacher will group students in pairs. 2. 1. Studens will actively participate in a
Teacher will then inform the student that
clasroom discussion.
they will have a debate with other students
as to why they believe they should or
shouldnt have Oreo cookies during
instruction.
2. Teacher will now inform the students
2. Students will begin the cut and paste

25
that while in the last debate, they had the

opportunity to have different sides, during
this part, they will pretend to be one of the
animals from the book and follow through
on what that animal had whispered to the
sleeping man.
activity and using the story from lesson 1,

they will recall what each animal had
whispered to the sleeping man. Students
will then add to continue building a reason
on why the tree shouldnt be cut down.
3. Teacher will randomly assign an animal 3. Students who share the same animal
to each student and hand out the worksheet. may work together to share ideas and
thoughts.
4. Teacher will ask students that once
theyve finished completing their graphic
organizer, they may move towards writing
their essay. Teacher will give a copy of the
rubric to each student so that they are
aware of whats to be included in the essay.
4. When students have completed filling in

their graphic organizer. They may begin
writing the essay using the Oreo poster for
assistance. Students will read the rubric and
consider things to include in their essay.
Formative Assessment: Teacher will assess students by their completion of the

persuasion map and with the use of the rubric, the teacher will grade the essay
accordingly.
During this time, teacher will group students in groups of 2-3 where they have the
opportunity to read each others papers and review for grammar. They can suggest
different transitional words to use in their writing if they seem repetitive and make
changes if they see fit.
26
Name of animal
Boa constrictor
Butterflies
Monkey
Toucan
What they whispered
Cut and Paste

You will leave many
homeless.
When the heavy rains come,

the soil will be washed
away and the forest will
become a desert.
We pollinate the trees and
flowers.
People settle on the land

and set fire to clear the
under bush.
Frog
It is my home, where
generations of my ancestors
have lived.
Jaguar
If you destroy the beauty of

the rainforest, on what
would you feast your eyes?
Porcupines
You are chopping down this

tree with no thought for the
future.
Anteater
You will destroy that what

gives us oxygen.
27
Sloth
It is the home of many

animals. If you destroy it,
where will I find my
dinner?
28
29
30


Lesson #3: Create a brochure indicating
Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, &
Technical Subjects
Grade 6 Students
Reading
Craft and Structure
6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Writing
Text Types and Purposes
6-8.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and
evidence
Language
Knowledge of Language
6.3.B Maintain consistency in style and tone.
Listening
Grammar: 6. Use past, present, future, and progressive verb tenses of regular and irregular verbs, with support.
Grammar: 8. Use grade-level transitional words and phrases to create a cohesive and logical message within sentences, with
support.
Personal Information: 11 Express opinions and feelings using sentences, with support such as sentence stems, sentence frames,
and notes.
Comprehension of Informational and Literacy Texts: 9. Math key vocabulary related to the main idea in simplified
informational text, using visual support, cognates, and dictionaries.
Writing
Reading
Vocabulary: 2. Demonstrate recognition of word structure to determine the meaning of words, with visual support and context
clue.
Speaking
Grammar: 8. Use content-specific transitional words and phrases to move from one idea to the next in composing complex
sentences and short paragraphs, with support.
Personal Information: 13. Using the writing process, express ideas, opinions and feelings with adequate command of contentspecific vocabulary and language structures, in paragraphs or short essays, using organizational structures, including relevant
reasons, with support.
LESSON OBJECTIVES
31
Content Objectives
SWBAT:
Discuss why the rainforest is being destroyed and why we should try to save it
Create a brochure indicating their desire to save the rainforest
Use knowledge of English language grammar and usage to express ideas effectively
Language Objectives
Comprehend why the rainforest is being destroyed
Engaged Output
Distinguish between major and minor details about problems in the rainforest
Function
1. Describing actions one can do to save the
rainforest
2. Explaining the consequences of not doing
anything about the rainforest
Form
Use of adverbs:
The animals ran quickly from danger.
The boy watched the sleeping man closely.
Declaritive sentence:
The rainforest is in danger.
Academic Vocabulary
Cohesion Words


describe
discuss
create
distinguish

Review vocabulary:
persuasive
endangered species
extinct
deforestation
fact
instead
usually
however
because
New vocabulary:
logging
agriculture
fuel wood
large dams
mining and industry
colonization schemes
roads
32
forest fires
As we continue to learn about the rainforest, I should choose my words carefully
when discussing the destruction of homes. I realize many students may have come from
dangerous environments and I wouldnt want this learning experience to become a
negative one.
For students to make such comparisons with comfort, I would ask that student to
share that sort of experience with the class. Students have also shown some prior
knowledge on what is deforestation, therefore, I will provide a sheet of paper that
translates the vocabulary in their language. I do realize that students understand the
concept, they just struggle with the English vocabulary.
Materials:
construction paper
colored pencils
pictures
drawings
magazines
pencil
eraser
pen
*If students have access to a computer lab
Computer: http://www.readwritethink.org/files/resources/interactives/Printing_Press/
http://www.mazonteam.org/about.html
http://www.kidssavingtherainforest.org/
http://seacology.org/index.cfm
flashdrive
Students will be able to create their brochure through an on-line application.
Theteacherwill:
1.Writetheobjectiveontheboard:Wewill
createabrochurethatexpressesourdesireto
savetherainforest.
Thestudentwill:
1.Studentswillreadtheobjective
alongwiththeteacher.
2.Teacherwillshowstudentsavideothat
definesandillustrateswhatdeforestationis.
https://www.youtube.com/watch?
v=yvdfqrnvu6Q
2.Studentswillviewthevideo.
33
3.Duringthevideo,studentswillbeexposedto
differentvocabulary.Twillinformstudentsthey
willeachreceiveavocabularysheet.
3.Studentswillengageindiscussion
aboutvocabulary.

gettingit.)
The teacher will:
The student will:
1. Provide a worksheet that shows the new2. 1. Students will recall what they had just
vocabulary. Teacher has realized that most shared with class and their reasoning for
students had prior knowledge of multiple
the side they chose.
terms in Spanish, therefore teacher has
supplied the translation in English next to
it.

The teacher will:
The student will:
1. Teacher will ask students to brainstorm 3. 1. Students will actively participate in a
ideas covering why the rainforest may be
think-pair-share activity and then share
being destroyed.
their opinions with the class.
2. The teacher will facilitate a brief
presentation of the list the students
generated.
2. Students will view their list
3. Teacher will then inform students that

3. Students will get together with their
with the information gathered, they can
peers and read the requirements of the
create a brochure expressing their concerns. brochure together.
Teacher will create groups of 2-3 students
to work together in the creation of a
brochure.
4. Teacher will remind students that they
should include illustrations and a strong
slogan stating why they think the rainforest
should be saved.
4. Students will decide on an appropriate

slogan.
34
5. Students will begin their virtual trip to

the Amazon area by using the classroom
computers and logging in the websites
provided by the teacher (if computers area
accessible).
5. Students will sit with their peers to use a

computer.
Formative Assessment: Teacher will assess students by their completion of the brochure
and with the use of the rubric, the teacher will grade the essay accordingly.
During this time, teacher will ask students who have completed their brochure to share
their brochure with the class. Each group will give the group presenting a praise as well
as a growth.
35
Rainforest Vocabulary
Logging
Corte de arboles
Agriculture -Shifted
cultivators
Agricultura - cultivadores
cambiados de sitios para
cultivar
Agriculture - Cash crops and

cattle ranching
Ranchos de los cultivos

comerciales y del ganado
Fuel wood
Combustible creado de la
madera
Large Dams
Construccion de
hidroelectricas
Mining and industry oil

drilling
Mineria e industrializacion
Colonization schemes
Esquemas de la colonizacion
Roads
Construcion de carreteras y
vias
36
Forest fires
Fuegos forestales
Brochure Project
Group Members:
_________________________________
_________________________________
Slogan: ________________________________________
Requirements for Brochure Project:

1. You must have a strong slogan to capture peoples attention.
2. You must include pictures or artwork.
3. You must use at least 3 websites, and two printed material
sources.
4. A bibliography must be handed in with the brochure, listing all
resources.
37
5. Everyone must have a part in the oral presentation of the

project.
38
39

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M7: Thematic Unit Final

C&T 820: Teaching English as a Second Language/ Bilingual Education

Passport to the Rainforest: A Sheltered Instruction Math Unit

Passport to the Rainforest is built for a sixth grade class of

The sixth grade classroom consists of twenty-one students:

appropriate was because of the rich vocabulary and hands-on

What I found most challenging about from these lessons was

SDAIE Lesson Plan for English Language Development

Date: December 14th, 2015

Common Core State Standards for English Language Arts &

STANDARD 1: Reading: 6th Grade

In this lesson, the language focus will be on:

2. Making predictions by thinking of what may if

Conditional mode: If less animals approach him in his

Vocabulary that is critical to an

Vocabulary that is critical to

Vocabulary that links concepts in

Special Cross-Cultural Considerations for ELLs

MOTIVATION 10 minutes (Describehowyouwillbuildbackgroundandthespecific

PRESENTATION 10 minutes (Describethespecifictechniquesyouwillusetomake

The student will:

2. Students will be paired with a student

SDAIE Lesson Plan for English Language Development

Date: December 14th, 2015

In this lesson, the language focus will be on:

Vocabulary that is critical to an

Vocabulary that is critical to

Vocabulary that links concepts in

PRESENTATION 10 minutes (Describethespecifictechniquesyouwillusetomake

2. Students will take note in their

PRACTICE / APPLICATION 20 minutes (Describetheactivitiesyouwilluseto

2. Students will begin the cut and paste

that while in the last debate, they had the

activity and using the story from lesson 1,

4. When students have completed filling in

Formative Assessment: Teacher will assess students by their completion of the

What they whispered

Cut and Paste

When the heavy rains come,

People settle on the land

If you destroy the beauty of

You are chopping down this

You will destroy that what

It is the home of many

SDAIE Lesson Plan for English Language Development

Date: December 14th, 2015

In this lesson, the language focus will be on:

Vocabulary that is critical to an

Vocabulary that is critical to

Vocabulary that links concepts in

PRESENTATION 10 minutes (Describethespecifictechniquesyouwillusetomake

PRACTICE / APPLICATION 20 minutes (Describetheactivitiesyouwilluseto

2. Students will view their list

3. Teacher will then inform students that

4. Students will decide on an appropriate

5. Students will begin their virtual trip to

5. Students will sit with their peers to use a

Agriculture - Cash crops and

Ranchos de los cultivos

Mining and industry oil

Requirements for Brochure Project:

5. Everyone must have a part in the oral presentation of the