My Giving Trees or My Magic Tree: Entering the Text ESL Lesson NATIONAL ESL STANDARDS: Standard 1: English for

Information and Understanding Standard 2: English for Literary Response, Enjoyment and Expression Standard 4: English for Social and lassroom Interaction THEME: !ree "rod#cts, !ree "arts, En$ironmental %&areness, and 'enerosity CONTEXT: 'rade: ()* "roficiency: Intermediate CONCE T!AL O"#ECTI$ES: St#dents &ill +e a+le to identify tree parts, the reso#rces specific trees pro$ide and the prod#cts that are made #sing those reso#rces, %dditionally, they &ill +e a+le to identify &hat they do &ith or #se the final prod#cts for, -E,g, .ranges come from orange trees, !hey are needed to ma/e orange j#ice, "eople drin/ orange j#ice &ith their +rea/fast,0 LEXICAL O"#ECTI$ES: St#dents &ill #se lexical items that refer to tree parts, - E.g, roots, trunk, branches, leaves and shade0, %dditionally, st#dents &ill #se lexical items that refer to specific trees, -E.g, maple tree, oak tree, orange tree, apple tree, peach tree, cacao tree, rubber tree and white pine tree 0, lexical items that refer to reso#rces from those specific trees, -E,g, sap, wood, oranges, apples, peaches, cacao and rubber, woodchips and air0, and lang#age items that descri+e the prod#cts that can +e made &ith those reso#rces, -E,g, maple syrup, furniture, homes, orange juice, apple pie, apple juice, peach jam, candy bars, chocolate milk, chocolate cake, balloons, paper and carbon dioxide 0 LITERAC% O"#ECTI$ES: St#dents &ill #se correct paragraph form and &rite ten or more sentences descri+ing their real life gi$ing trees or their imaginati$e magic tree, MATERIALS:

Shel Sil$erstein1s The Giving Tree2 What omes from Trees!"Scholastic 3e&s02 Tree Type, Tree #esources and Tree $roducts pictionary -attached02 Tree $arts pictionary -attached0 %y Giving Trees p#+lishing sheet -attached0, %y %agic Tree p#+lishing sheet -attached0, +ag containing maple syr#p, an orange, orange j#ice, an apple, apple j#ice, a peach, jam, a candy +ar, chocolate mil/, a +alloon, paper2 transparency of Tree $arts pictionary 2 digital camera -optional0 ANTICI ATOR% SET: 1, !eacher +egins lesson +y p#lling items o#t of the +ag, one +y one, %s each item is p#lled, the teacher as/s a $ariety of 4#estions -E,g, What is this! What do you do with it! &ave you ever seen this before! Where have you seen this before! &as anyone tasted'used'tried this before! &ow many of you enjoy eating this! Where is this made! Where does it come from! What color is this!0 5hen all of the o+jects ha$e +een disc#ssed and are lying in front of the children, as/ the class &hat the o+jects all ha$e in common, '#ide them to the ans&er: !hey all come from trees6 ROCED!RES: 1, !eacher #ses o$erhead machine to +lo& #p the transparency of the Tree $arts pictionary, excl#ding la+els, !eacher points to the different parts of the tree and as/s children( Who can tell me what this part of a tree is called! Why is this part important to a tree! !eacher may #se the follo&ing analogies to assist children in #nderstanding: a. #oots are like straws that suck up the vitamins and nutrients a tree needs to grow. b. Trunks keep trees firmly in place, like legs keep people standing up. c. )ranches are like arms on a coat rack, but instead of holding up jackets they hold up leaves and fruit. d. *hade is like air+conditioning. ,t keeps people cool in the summer and protects them from the sun-s harsh rays. 2, !eacher engages st#dents in reading and disc#ssing What omes from Trees! %fter&ards, !eacher and St#dents create a list of classroom items that come from trees, !eacher as/s the children to imagine &hat their li$es &o#ld +e li/e &itho#t these items, !eacher reminds children ho& fort#nate &e are to ha$e trees, 7, !eacher explains to st#dents that they1re going to read a story a+o#t a

magical tree, !eacher proceeds to engage st#dents in reading and disc#ssing The Giving Tree, %fter&ards, !eacher may create a 8enn 9iagram &ith the st#dents comparing the tree in The Giving Tree to the real trees they read a+o#t in What omes .rom Trees! 4, !eacher hands o#t Tree Types, Tree #esources and Tree $roducts pictionary and The Tree $arts pictionary (, !eacher explains to st#dents that they ha$e a choice +et&een &riting a+o#t realistic trees or a magical tree, !eacher enco#rages those st#dents &ho are interested in &riting a+o#t realistic trees to #se their Tree Types, Tree #esources and Tree $roducts pictionary for reference and to #tili:e the follo&ing scaffold three times or more: %y "type of tree/, provides me with "resource/. With the "resource/, , make "product/. Then ,, "how the product is used/. %y White $ine tree provides me with wood chips. With the wood chips, , make paper. Then , write an exciting adventure story on the paper0 *, !he teacher &rites an example on the +oard &ith the children1s assistance, !eacher reminds st#dents that paragraphs m#st +e indented and that paragraphs #s#ally contain 7); sentences, ;, <or those st#dents interested in &riting a+o#t a magical tree, the teacher sho#ld enco#rage st#dents to #se The Tree $arts pictionary for their &riting and the follo&ing 4#estions +elo&: a, +, c, d, e, 5hat happens if yo# sleep #nder the shade of yo#r magic tree= 5hy are the lea$es of yo#r magic tree special= >o& are the roots of yo#r magic tree different than reg#lar roots= 5hat happens if yo# +rea/ off a +ranch from yo#r tree= 5hat happens if yo# h#g the tr#n/ of yo#r tree=

!he teacher sho#ld share her?his reaction of %y %agic Tree story &ith the class, !ogether the st#dents and teacher come #p &ith ne& ideas, %gain, st#dents are reminded a+o#t paragraphs and the importance of indenting, @, St#dents &or/ing on %y %agic Tree sho#ld +e placed in teams of t&o, A, Enco#rage st#dents to p#+lish their stories #sing the attached %y Giving Trees or %y %agic Tree p#+lishing sheets,

1B, .nce completed, place st#dents1 photographs on the hole of the tree tr#n/ on the p#+lishing sheets, DI&&ERENTIATING INSTR!CTION: %dditional scaffolding can +e pro$ided for less proficient st#dents, Core proficient st#dents may complete +oth acti$ities, eliminating any #nnecessary scaffolding, ASSESSMENT: St#dents &ill +e assessed on their responses to 4#estions as/ed thro#gho#t the lesson as &ell as their final &riting acti$ity,