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Thematic Unit

Title and Subject Area: Food in Health in an ESL classroom


Name: Ana Martinez Grade Level: 5th grade/Beginner Timeline/Length: 15 days

Unit Rationale: o Value if the unit is presented when students and teacher take the trip to a local grocery store. Students would be given the opportunity to experience one on one how they can apply their school knowledge to the outside world. This unit it not only learning the vocabulary words given but to get a meaningful experience with food. Teaching this unit will get students that are coming from a foreign language distinguish or recognize similar and different foods from their county to food from the United States. Making such connections will help them grasp the vocabulary and put it into practice. Distinguishing the differences will help students become familiar with food from the authentic culture. Many topics could be placed within the food topic. Throughout the thematic unit, students will be taking trips to places that sell food; therefore greetings need to develop academic language. Objectives: Content:

Students will be able to subtract integers and work with the decimal places of tens, ones, tenths, and hundreds. Students will be able to locate the place values of tens, ones, tenths, and hundredths. Students will be able to add the prices of their ingredients, subtract the total from their original amount given to find out how much money they spent on shopping. Students will be able to compare and contrast foods from their culture to the United States culture Students will become more health conscious and calorie intake Language: Students will be able to communicate with vendors and adjust to the specific situations. Students will apply the new vocabulary words to their shopping experience. Students will familiarize themselves with daily food in take Students will be able to ask questions to speaker Students will be able to categorize food Students will be able communicative with speaker, classmates, and vendors to practice greetings and leave takings Goal Areas / Standards Addressed: o Goal: To give students the ability to practice newly retained knowledge outside the schools environment. o Goal: Develop culture awareness for students culture o Goal: Connect with other disciplines and acquire information o Goal: To make connections between schoolwork and home. o Goal: To get students to familiarize themselves with fruits, vegetables,

ingredients, cooking utensils, and beverages. o Goal: To enhance students communication skills o Goal: to teach students when cooking, that it takes several different ingredients to become one amazing meal therefore will learn that every individual in the classroom is different and contributes to become one amazing classroom o Cultures: Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied o Communication: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions o 1.2: Students understand and interpret written and spoken language on a variety of topics o 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics o Connections: Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language o 3.2: students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures o Comparisons: 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own o Communities: Standard 5.1: Students use the language both within and beyond the school setting Instructional Procedures: o Story-telling (imaginative) o Compare and Contrasting (Referential) o Requesting Information (Directive) o Establishing guidelines to instructions or directions (DirectivePresentational) o Paying visitors to others (Interpersonal) o Speaker (Interpersonal-Presentational) o Role playing (Interpersonal Communication) o Greeting and leave-takings (Interpersonal-Presentational) o Assessment Procedures: Informal Assessment: After reading all books comprehension questions will be asked Informal Assessment: In our shopping trip students will communicate with the vendor and practice what they have learned Informal Assessment: grocery shopping at the market inside the classroom students will be asked to communicate with other venders the ingredients that

are on their list Formal Assessment: Students will get a worksheet in the beginning of the unit and match the words of the fruit with the image that it connects to Formal Assessment: Students will get a worksheet at the end of the unit. they will be required to label all food and vegetables. There will be fill-in sentences asking personal questions but regarding food. Formal Assessment: Asked to categorize food into lists o List of Sources: Teachers Handbook Contextualized Language Instruction by Judith L. Shrum and Elieen W. Gilsan o Becoming a Language Teacher A Practical Guide to Second Language Learning and Teaching by Elaine Kolker Horwitz o Techniques and Principles in Language Teaching by Diane LarsenFreeman and Marti Anderson o Three Lesson Plans: A) Introduction Lesson B) Mini Market C) Grocery Store Field Trip Materials: Growing Vegetable Soup by Lois Ehlert Mini Market set up: Pictures of all vegetables and fruits with prices Worksheets for all assessments Overhead projector Google maps for directions At the Super Market by Anne Rockwell Bus for transportation Money Cooking utensils: spoons, pots, and oven Whiteboards Menus Restaurant setting: Table cloth, apron, forks, knives, spoons, plates, and cups Cafeteria Video Camera to record all activities, such as the mini market, restaurant, speaker, and grocery shopping trip

A) Introduction Lesson Objectives: Students will be able to recognize and identify the words: apple, strawberry, carrots, orange, peppers, water, onions, spinach, lettuce, tomato, banana, and kiwi. Students will be able to label the items Goal: Goal: Develop culture awareness for students culture Goal: Students will increase their vocabulary of the target language Goal: To get students to familiarize themselves with fruits, vegetables, cooking utensils, and beverages. Goal: To enhance students communication skills Goal: To express ones own culture Background Information: None is needed because it is introducing Vocabulary: Apple, strawberries, carrots, orange juice, banana, tomato, lettuce, spinach, kiwi, jalapeno peppers, and onions. Material: Images of fruits and markets Pictures of markets from a variety of foreign country. Worksheet Procedure: Students will be given a worksheet to watch images with the correct name to determine what they are familiar with Class will go over the worksheet to begin the topic. Teacher will have images of fruits and vegetables and go over every single one of them. Students will share what on the list they are familiar with in their foreign country Students will discuss differences from their foreign country Students will then split off into groups and will receive the worksheet and cut it out to categorize them into groups At the end of class we will go over the categorizes Assessment: Worksheet will be the assessment to examine previous knowledge and examine vocabulary knowledge In groups students will categorize the food into groups, vegetables, fruits, beverages, breakfast, lunch and dinner

Rationale: This unit is important and essential for the unit because it introduces the unit of food. Students are familiar with food from their culture but it is now time that they familiarize themselves food from the target culture. This lesson plan will introduce food not only from the target culture but from other cultures as well. Assessing them in the beginning with the worksheet will help introduce the topic and see what students are familiar with. I would follow up this activity with I eat vegetables by Hannah Trofts
Worksheet: Vocabulary: Apple, strawberries, carrots, orange juice, banana, tomato, lettuce, spinach, kiwi, jalapeno peppers, and onions.

B) Mini Market Building background: Students will engage in an activity where they must shop for their cooking ingredients. Grade: 5th Topic: Math Preparation: Language Objectives: Students will be able to subtract integers and work with the decimal places of tens, ones, tenths, and hundreds. Students will be able to communicate with vendors and adjust to the specific situations. Content Objective: Students will be able to locate the place values of tens, ones, tenths, and hundredths. Students will apply the new vocabulary words to their shopping experience. Students will be able to add the prices of their ingredients, subtract the total from their original amount given to find out how much money they spent on shopping. Learning Strategies:

Visual aids: that will allow students to connect vocabulary words in their foreign language with the target language Key Vocabulary words are tens, ones, decimal, tenths, and hundredths. Materials: Will have visual aids of all the ingredients that have the prices of each ingredient. Whiteboards Book At the Super Market by Anne Rockwell Pictures of the different styles of super markets Motivation: Make clear the correlation between math and outside experiences: money involves subtracting decimals to receive change. Ask for reasons why they would go to a market: Explain why we will be going to a market, to buy our ingredients to cook. Ask students their experiences with shopping at a market. Ask them to describe super markets in their foreign country. Distribute pictures of different settings of a variety of markets from all over the world. Ask them the differences in the pictures. Ask them what kind of questions would be suitable in a market place. Ask students what they will find at a super market

Presentation: Read the book: At the Super Market by Anne Rockwell I would gather the students at the reading section of the classroom and begin to read the book. Throughout the book I would pause and ask question such as, what do you recognize in this picture, what items belongs in the section of the market?

Practice/Application: Give students an amount of money they are allowed to spend at the super market Students will be given the chance to go shopping at the super market I have placed within the classroom Half the students will be vendors and half the students will be shoppers. Students will practice counting how much money they need to buy their supplies, having to practice subtracting and adding decimals. Review/Assessment: After shopping at the local super market students will gather as a group. On whiteboards students will have to figure out how much money they have spent and how much they have left over. We will go around the room and each student will have to say what their results are. If students miss calculate, together as a class will assist the students to figure out where they miss calculate.

Students will be asked to round up or down on their amount. -Round up and then down to the nearest ONES. -Round up and down to the nearest TENS. -Round up and down to the nearest TENTHS. -Round up and down to the nearest HUNDRETHS. Worksheet: Name: Date:

Item
Tomato Jalapeno Peppers Celery Carrots Onions Apples Banana Oranges Papaya Strawberries Spinach Lettuce Kiwi Sprite Water

Price

How many did you buy?

Total

Apple Juice
Starting Price Ending Price: How much did you spend? Round to nearest TENTHS: Round to nearest ONES: Nearest HUNDTRETHS: Nearest TENS:

Rationale: This lesson will help students practice how to use proper common phrases in a shopping setting. This activity will help students make connections between school and outside world. They will see how learning the vocabulary can actually be put into use. Students can see how learning a set of vocabulary can apply to other topics in the school subjects. Correlating food and math helps students learn vocabulary words when it regards things they my like.

B) Grocery Store Field Trip Objectives: Students will be able to use money to pay for the items on our list Students will be able to ask questions to speaker such as, How much does this cost, do I have enough, do I get change back, and any question they may want to ask. Students will be able to categorize food Students will be able communicative effectively with the speaker but using the appropriate words to greet the vendor, such as hello, how are you, where can I find this item. Goal:

Goal: To give students the ability to practice newly retained knowledge outside the schools environment. Goal: Develop culture awareness for students Goal: To enhance students communication skills Standards: Cultures: Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Communication: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 1.2: Students understand and interpret written and spoken language on a variety of topics 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics Connections: Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language 3.2: students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Comparisons: 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own Communities: Standard 5.1: Students use the language both within and beyond the school setting Contexts/Outcomes: Students engage in conversation and convey information in a market using correct cultural practices Progress indicators: Respond to one on one interaction. Identify vegetables and fruits. Recognize and interpret language and behaviors that are appropriate to the target culture Ask and Answer questions Greeting to the vender Essential Skills/ Knowledge: Vocabulary for all food, cooking utensils, and money Phrases for shopping Greetings and Leave-takings Question formation Assessments:

Informal Assessment: In our shopping trip students will communicate with the vendor and practice what they have learned Formal Assessment: Students will get a worksheet. They will be required to label all food and vegetables Instructional Strategies: Before leaving to the market, students will practice with a partner asking questions regarding shopping phrases Students will get a list of ingredients and identify each item Role-play before going to the market Technology: Will be looking up on Google maps the location of a grocery store. In order to get to our destination we will be using a GPS. To navigate out way, students will hear directions and we will follow on the bus. Resources: Google map for address GPS for directions Performance Task: Students will practice what they have leaned in the previous lesson. Shopping at a market. Once entering the grocery store students will practice their greetings. Each student will be asked to get one ingredient from the list of cooking ingredients needed for our cooking lesson plan. Each student will communicate with the vendor to ask how much an ingredient is and if they have it in stock. Once everybody has asked for their ingredients students will practice their leave taking. We will go shopping for our ingredients to make salsa for our next lesson.

Rationale: With the previous lesson students have had already practice common phrases used in a market. Cooking is always a way to attract students attention and getting students to go out and shop for their own ingredients really empowers them and feel like the final product is truly theirs. They would have had contributed to the shopping, preparing and making the meal. Going out and getting the supplies will truly make the connection and practice their communication skills.