Unit Plan Project - Boisestate.edu
Unit Plan Project Name: Clark Grade Level: 3rd Classroom Context Clark My name is Shiloh Clark and I teach K-3 reading intervention at Horizon Elementary in Jerome, Idaho. I have been teaching for 19 years and this is my sixth-year teaching reading intervention. I have my Master’s Degree in Curriculum and Instruction and an endorsement to teach K-12 reading. Jerome, Idaho is a community that is based upon agricultural and dairy industries. Every year the community of Jerome has become more culturally and linguistically diverse. In my current reading intervention classes, I have eight students that have been identified as ELLs. I am aware that I have several other students that may be emergent bilinguals, but did not identify as bilinguals on their home language survey. I have two first graders that are identified as ELLs, one second grader, and five third graders. I have not included my kindergarten students in this category, because currently I work with different students every week on a limited time basis. For the purpose of this classroom profile, I will be focusing on my five third-grade emergent bilingual students. These five students attend my third-grade intervention class for 45 minutes per day – 4 days per week. I do not have any monolingual students that attend with this third-grade group. Unit part 2: Unit Theme Stage 1: Identify Desired Results: In reviewing the Idaho State Standards in Social Studies on the role of human migration of people in the development of the United States, I have found three content standards on migration and culture that are benchmarked to age level: 3.SS.1.2.2 Describe migration and immigration as a processes. 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or immigrate to form or join communities. 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the world to the development of the community. I will use these standards as a starting point as to what I would like my students to take away from this unit. I want the students to understand that humans migrate and form or join new communities in order to meet their needs. I also want the students to understand that cultural traditions follow people when they join a new community. Thus, I want my students to know: What it means to migrate and immigrate the difference between involuntary and voluntary reasons that people move in or out of a community or country (push or pull factors) what cultural traditions people may bring to a new community Additionally, the students will be able to: Identify reasons why people migrate and form or join communities (fictional or personal experiences) Explain what cultural traditions families may bring with them when they migrate or immigrate to a new community. My essential questions for this question would be: “Why do people move?”
Ultimately, I want my students to be able to create a depiction of a migration or immigration story (fictional or a personal story), including specific reasons for the migration/immigration and cultural traditions that families may transport with them on their journey. The underlying goal and importance of this unit is to make sure all students understand that there are different reasons (positive or negative) for people to move into or around the United States and reasons why people move to a certain community. This statement upholds my goal in education that all students should have the opportunity to study things that are meaningful and relevant to one’s life. As I prepare my students to become productive members of society, I must ask myself the question, “Why would my students need to understand this topic?” The topic of migration is relevant to most of my students; whereas, students’ ancestors and/or students’ themselves may have moved to a new location. Exploring historical migration or immigration events and creating authentic situations will intrinsically motivate my students, build respect for others, and stimulate a life-long love of learning. My emergent bilingual students will be able to discuss this topic in their home language as well as in English. For example, I will make sure that my students have access to topic books in their home language as well as in English. Furthermore, there are additional translanguaging avenues that will promote the use of students’ first language such as: L1 audio books, translated articles, videos (closed captioning), discussions in L1, cognates, multilingual dictionaries, and multilingual guest speakers, and L1 interactions with students and their families. When thinking about what my students may need as far as background knowledge in order to engage in this unit, I think about our previous unit about culture; thus, the students will be working with their previous knowledge on the characteristics of cultures. The students must also bring with them the ability to participate and learn about their own families’ reasons for migrating and also be able to be accepting of experiences that other students have had. The skills that my students need to be able to have in order to engage in this activity are open minds and access to their own family history or recent experiences regarding migration/immigration (I realize that all students may not be able to access family history). Learning about migration/immigration can tend to be politically charged; thus, I need the students to make sure that they are respectful to everyone’s experiences. In addition, I need to be cognizant of the fact that my students may not feel comfortable sharing information about sensitive aspects of their lives and may need to create a fictional depiction of a migration/immigration story with cultural traditions. I have learned through many years of teaching that I can assume that my students may be coming into a topic/discussion or activity with predisposed notions of what “they may believe” is right or wrong about a specific topic. I am assuming that my students may feel strongly on one side or another about the topic of immigration and/or migration; however, it is my goal to make sure that all of my students understand that everyone must value and respect the history and experiences that may be different from their own. In addition, I can assume that my students’ families or ancestors may have migrated to a new community for a specific reason. (i.e. – dairy industry, farming jobs, family, freedom, education, war, natural disasters). Before teaching this unit, I plan to work closely with the school librarian, the third-grade teaching team, the ELL teacher, the students and their parents. Content Objectives: I can describe what it means to migrate and immigrate. Content Objectives: I can explain why people migrate or immigrate.
Content Objectives: I can identify cultural items or traditions that may be transported during migration/immigration. Unit Part 3 and 4 Unit. Part 3 Standards (content and language standards) 3a. 3.SS.1.2.2 Describe migration and immigration as a process. 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or emigrate to join new communities. 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the world to the development of the community. Content standard: unpacked Content Objectives: I can describe the process of migration and immigration. Content Objectives: I can explain reasons why people migrate emigrate. Content Objectives: I can identify cultural items or traditions that may be transported during the migration process. ELA/Literacy Standards: R.I.3.3 Describe the relationship between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. – relates to migration and immigration content R.I.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. – relates to migration and immigration content R.I.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text. (will be a formative assessment) W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. (summative writing) W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (summative writing) L.3.1b,g Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (b: nouns, g: adjectives) L.3.1e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (e. – Form and use verbs) L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (summative writing) S.L. 3.1b,c Engage effectively in a range of collaborative discussions. (will be formative – inquiry ask questions) 3b. WIDA Language Development Standards: English Language Development Standard 1: Social and Instructional Language English Language Development Standard 2: The language of Language Arts
English Language Development Standard 5: The language of Social Studies Unit Part 4: Summative Unit Assessment (Culminating Project and Model) Ultimately, I want my students to be able to create a depiction of a migration or immigration story (fictional or a personal story), including specific reasons for the migration/immigration and cultural traditions that families may transport with them on their journey. At the culmination of my unit, I have included a performance task assessment. I wanted this assessment to be a representation of my students’ experiences (or fictional depending on the student); thus, making the outcomes meaningful. Description: Culminating project and model: The students will write a real or fictional narrative to explain their migration or immigration process, including voluntary or involuntary reasons for moving, and what cultural traditions the families take with them on the journey. Thus, the students should demonstrate their understanding of the social studies content standards as well as the ELA: writing, language, and literacy standards. I will use a rubric for the written task to assess the content and language targets. I would also have the students complete a visual or digital representation of the cultural traditions that the students would bring with them on their journey (ie- languages, clothes, etc). The visual or digital aspect of the performance task would be an additional simple rubric. (Our previous unit was on culture; thus, the rubric would not be an in depth look at all aspects of culture). Students along the dynamic translanguaging progressions – Students may understand the content objectives using Spanish cognates. Students may work in small groups in their home language to understand and process the content and/or language objectives. Students can use English and Spanish to write about their migration story. Students can prewrite in Spanish and then produce the project in English. Students can write their migrations story in Spanish and summarize the work orally in English. Culminating Project Model: Rubric: Six traits writing rubric – students have used the six traits writing traits and rubric several times this year. I can attach the 6 traits writing file. The above culminating model could be evaluated using the six traits rubric. See attached: Student Friendly Six Traits Rubric - credited to John Norton and Maryvale Elementary School teachers.
Unit part 5. ACADEMIC LANGUAGE DEMANDS I started with the pink text to find the academic demands related to the summative assessment. I then broke down some main activities to make sure that I am covering information that I need to the students to be able to do by the end of the unit. *My students are familiar with narrative writing. Our third grade team focuses on narrative writing throughout the year with different units. Text or Task Example text used for students to analyze elements of a narrative Written personal narrative Language Function Describe key events Discourse Level Narrative writing: This text is organized in a way that there is clear beginning, middle and end to the narrative. Sentence Level Word Level Simple, compound, and complex sentence types. Content vocab: journey, freedom, temporary, resettlement, , opportunities, immigration, migration, push factor, pull factor, involuntary, voluntary, Sequencing words writing conventions There is clear adjectives, paragraph modal verbs structure. Sentence types all begin in different ways, there is a combination of simple, complex and compound sentences in the text. Appropriate word choice
Migration/immi gration examples listening/ speaking Descriptive events Identify key information in a text Chronological structure; narrative elements Students will be using time order words to signal sequence of events in a oral narrative. Identify key events in a context Variety of sentence types Sentence types: Descriptive complex or language compound (adjectives) and nuances Stay on topic (coherence), use connecting phrases: because, in the event that, as a result of, in response to sentence stems: I would move if because . I would not move if because . Content vocab: job, money, journey, war, stress, freedom, religion, temporary, resettlement, family, opportunities Stay on topic (coherence) Use of modal verbs content specific words - see above Discuss Reasons for migration or immigration: Express opinion speaking Reading about pull factors (reading - task journal writing) Express perspective Sequencing words, content words: immigration/ migration
Reading about cultural items or traditions reading/writing Describe Structure: cultural lexical words traditions/items Content vocab: related to cultural traditions and/or items (languages, specific clothes, etc) Unit Part 6: Content and language objectives/targets 6a. Content: I can discuss migration and immigration. 6b. Language: I can retell a narrative story using sequencing terms. (organization - six traits) 6c. I can work in groups to create a retell using my home language. Sequencing terms word bank: first, last, finally, next, then, after, second, furthermore, in conclusion, later, the next day, eventually Differentiation/Supports: word bank, model using the graphic organizer, review parts of a personal narrative 6a. Content: I can describe reasons why people migrate or emigrate. 6b. Language: I can describe an event using precise word choices to convey actions, feelings, and descriptors. (using a complex, compound, or complex-compound sentence). (ideas - six traits) 6c. I can turn and talk to my partner about how I might feel if I were forced to move. I can use any language resources to convey my feelings. Examples: chaos, desperation, danger, stress, loss, uncertainty, forced, pushed
Differentiation/supports: review lesson, word bank, sentence frames if needed, examine word nuances “push” and “pull” 6a. Content: I can explain reasons why people migrate or emigrate. 6b. Language: I can verbally explain my opinion using target vocabulary. (voice- six traits) 6c. I can recognize and track social studies vocabulary cognates. Word bank: job, money, journey, war, stress, freedom, religion, temporary, resettlement, family, opportunities Possible cognates: Causa, decidir, diferente, desastre, dolar, entrar, escapar, familia, grupo, inmigrantes, importante, independencia, invitar, nervioso, permanente, planes, preparar, problema, terrible, visitar Differentiation/supports: review the meaning of opinion, word bank vocabulary, graphic organizer, sentence frames 6a. Content: I can explain reasons why people may or may not migrate or emigrate. 6b. Language: I can articulate a perspective using modal verbs. (sentence fluency - six traits) 6c. I can compare and contrast modal verbs in English and Spanish. (can/could, shall,should, will, would, may, might, must) (Poder, podria, deber, deberia) I would/ would not leave my family and friends if it meant that I could become rich because, . Differentiation/supports: Auditory support - Mp3, sentence stems 6a. Content: I can identify cultural items or traditions that may be transported during the migration process. 6b. Language: I can generate a list of possible cultural traditions or things that I would take with me on my journey using adjectives and nouns. (word choice - six traits) 6c. I can work with a partner to discuss cultural traditions that are important to my family. (the students can use all of their language resources to discuss cultural traditions or items) Differentiation/supports: reflection discussion, brainstorming web of cultural traditions/items
6a. Content: I can use vocabulary related to evaluating a narrative rubric. 6b. Language: I can evaluate a narrative story using the six traits writing rubric. (conventions six traits) 6c. I can work with a partner to think-pair-share in my native language to edit the model text. I can share my findings in the target language. Differentiation/supports: Review parts of a narrative story: organization, ideas, voice, word choice, sentence fluency, conventions 6a. Content: I can explain my migration or immigration story, including cultural traditions that I am taking on my journey. 6b. Language: I can write a migration or immigration narrative using an introduction, sequencing words, defined paragraphs, details, and a conclusion. 6c. I can use my parental interview (in my home language) to develop my narrative in English. Differentiation/supports: narrative writing flow chart (Spanish or English use) 6a. Content: I can expand my migration or immigration story using details. 6b. Language: I can enhance my supporting details using content specific words and transitional expressions. 6c. I can use my parental interview (in my home language) to enhance my narrative in English. Differentiation/supports: reexamining and refining the details and vocabulary in the narrative, peer feedback 6a. Content: I can describe personal cultural or traditional items. 6b. Language: I can explain the cultural traditions or items that I would bring with me on my journey using pictures, realia, etc. 6c. I can discuss with my family the cultural traditions and/or items that are important to my family. (using my home language or English) Differentiation/supports: Discuss cultural traditions, reexamine example poster
6a. Content: I can use the self evaluation rubric. 6b. Language: I can use the self evaluation rubric using metacognitive thinking while reflecting on the aspects of my project. 6c. I can metacognitively think in my home language and translate those changes into English when I fill out the self evaluation rubric. Differentiation/supports: model self reflection Unit Part 7: Unit Assessment Table: S-PAT Assess Table content targets 3.SS.1.2.2 3.SS.1.2.3 Pre-assess Post-assess x x x x 3.SS.5.1.2 x x ELA Targets R.I.3.3 R.I.3.4 R.I.3.7 W.3.3 W.3.5 L.3.1 x x x x x x x x x x x x L.3.2 x x S.L.3.1b,c F1 F2 F3 F4 x x x F5 x F6 F7 x x F8 x x x x content vocab. x x word choice x x narrative writing x x editing process x x language use x x conventions x x discussions x x F0 x x x x x x x x x x x x Language Targets sequencing F9 x x x x x x x x x x x Unit Plan Part 8: Lesson Plan Sequence/Components Content Core State Standards: Content Target-Student Friendly 3.SS.1.2.2 Describe migration and immigration as a process R.I. 3.3 Describe the relationship between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and/or cause/effect. S.L.3.1b,c Engage effectively in range of collaborative discussions. I can discuss migration and immigration.
Language Target-Student Friendly Key Vocabulary: Learning Activity: Day 1 Anticipatory Set: (Introduction) I can retell a narrative story using sequencing terms. (organization – six traits) Sequencing terms: first, last, next, finally, then, after, furthermore, in conclusion, later, the next day, eventually Content vocabulary: immigration and migration 1. Teacher shares a video from the scholastic website listed below. The video shows an interview with a student that is sharing their migration or immigration story. on/young immigrants/ Modeling/Guided Practice Independent Practice: As a class we will discuss what events happened in the immigration story that we watched on the video. We will then fill in the “flow chart” graphic organizer together. We will be building a bank of sequencing terms while we fill out the organizer. In addition, we will be discussing the difference between migration and immigration and how it relates to the story of the child in the video. 2. Explain to students that they will be watching one of the videos on the scholastic website (with a partner – using the Ipads). Partner work continued: Formative Assessment: WIDA speaking rubric (explained below in another formative assessment). I will be particularly looking for sequencing words. Closing: The students will be working in partners to fill out their “flow chart” graphic organizer on one of the emigrant children in the scholastic videos. 3. Give students time to work on watching their video and then filling in the “flow chart.” They will be using the sequencing words and content vocabulary words as listed above. The example of the sequencing map below already has the sequencing words listed (for students that need support). There will also be a sequencing map that looks the same, but does not contain the sequencing words. 3. The students will practice retelling the immigration story that they watched/wrote about, to their partner. The students will be using their flow chart graphic organizer to help them with their oral retell to their partner. 4 . Whole class Discussion: What is one thing that you learned today? Students may reference immigration, migration, or other sequencing vocabulary. We will also have a short review discussion about organization and sequencing words in a written personal narrative.
Materials Needed: paper, pencil, graphic organizer video from scholastic on/young immigrants/ Translanguaging and Differentiation: Content Core State Standards: Content Target-Student Friendly Language Target-Student Friendly Key Vocabulary Learning Activity: Day 2 Anticipatory Set: (Introduction) Modeling/Guided Practice Students are divided into partners depending on their English Language Development. ( Entering, emerging, developing, expanding, bridging, and reaching) . Some students can explain themselves in both their home language and in English Word Bank with sequencing vocabulary. Students work with partners to complete the graphic organizerthey will write the English word and in their home language. The students may also draw pictures on the flowchart to help them remember the language. Sentence frames will be available for students who need that support in place for both speaking and completing the graphic organizer flow chart. 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or immigrate to join new communities. R.I.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the test. I can describe reasons why people migrate or immigrate I can describe an event using precise word choices to convey actions, feelings, and descriptors. (using a complex, compound, or complex-compound sentence) – (ideas – six traits) Examples: chaos, desperation, danger, uncertainty, forced, pushfactor 1. Explain to students that we are going to look at a painting that we must examine to decide what is happening, why it is happening, and the feelings of the characters in the painting 2. Watch the Push-Factors – video Trail of Tears: BrainPop (link below in materials) Classroom discussion – What are push-factors? Can we name some of the reasons why people would be forced to move? As a class we will be looking at the painting (attached above). Together we will collectively build a complex, compound, or complex-compound sentence to describe one thing that they notice in the painting.
*I will remind the students that we may have to interpret what we believe is happening, why it is happening, and the feelings of the people involved. Example sentence: “The men in the dark blue suits are forcing the family members to leave their cabin and live somewhere else.” *Note: Short discussion about descriptive writing. The writer chooses details that are informative and not necessarily details that the reader already knows. (For example, the observer would already know that: The grass is green, and the sky is blue.) Guided/Independent Practice Formative assessment: The students will be turning in one complex or compound sentence that describes what is happening in the picture. 3. The students can work by themselves or with a partner to come up with two descriptive sentences about this painting. After the students have written their sentences, we will stop and I will model a collaborative sharing dialogue. For example: I would have a student read our guided practice sentence to me in front of the class. The student would read: “The men in the dark blue suits are forcing the family members to leave their cabin and live somewhere else.” I would then ask the student, “Why do you think that the men in the blue suits are forcing the people to leave their home?” We will be talking about appropriate discussion rules before I let the students have a discussion with their partner. I am not assessing the discussion; however, I will be collecting an exit ticket to formatively review the written sentences. Closing: 4. We will review the objectives for the lesson, culminating with a classroom discussion about descriptive words. We will also talk about how descriptive words make our writing more engaging and interesting. If we have any time left, the students may share one of their descriptive sentences with the class, Materials Needed: Translanguaging and Differentiation: Push-factors painting Vocabulary word bank for those that may need extra assistance Sentence stems Trail of Tears video – BrainPop railoftears/ Students are divided into groups depending on their English Language Development. ( Entering, emerging, developing, expanding, bridging, and reaching) . The students will have the flexibility of choosing what language to use during the discussion. The students may discuss how it might feel to be forced to move. Word bank with key content vocabulary. Students work with partners to complete the descriptive sentence writing. The students can write the sentences using the provided sentence stems or they can write their sentences in their home language and translate them into English.
Content Core State Standards: Content Target-Student Friendly Language Target-Student Friendly Key Vocabulary Learning Activity: Anticipatory Set: (Introduction) Modeling /Guided Practice Sentence frames will be available for students who need that support in place for both speaking and completing the writing activity. 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or immigrate to form or join communities. S.L.3.1b,c Engage effectively in a range of collaborative discussions. I can explain reasons why people migrate or immigrate, I can verbally explain my opinion using target vocabulary. (voice – six traits) Push and Pull Factors 1. Begin by the students if they have ever had to move? Do they know why they had to move? The students may think-pair-share this activity. Allow students to share, and let them know there is still time to have that discussion. Some students may not feel comfortable sharing; thus, I will be sharing a personal story about when I had to move to Boise to go to college and why I had to go? As a class we will create a brainstorming word web with reasons that families migrate or immigrate. We will discuss whether the reason mentioned is a “push” or “pull” factor. 2. I will show a collection of images depicting reasons that people migrate or immigrate. I will have a taped line on the floor and I will have the students move to different sides of the room. They will be moving to one side of the tape/room or the other based upon the question, “Would you change your life and move to a new place for this reason?” (Each picture would be presented one at a time). Each time a picture is presented and the students move, they will get with their group and discuss the reason why they chose to or not to move and why? They will also use the vocabulary: push and/or pull factor. *See slideshow pictures
Formative Assessment: see below Closing: We will come together as a class and discuss each picture, whether it is a push or pull factor move, and individual reasons (if they feel comfortable sharing whole group) why they chose to move or not. Materials needed: PowerPoint on pictures of why people must move, long piece of tape Translanguaging and Differentiation: Students can work in partners depending on their English Language Development. ( Entering, emerging, developing, expanding, bridging, and reaching) . The flexibility of students choosing what language to use during discussion in different ways reflects the translanguaging corriente flowing through each group. Word bank of vocabulary words Sentence frames will be available for students who need that support in place for speaking. The slideshow has the terminology in Spanish as well
Six traits writing rubric - students have used the six traits writing traits and rubric several times this year. I can attach the 6 traits writing file. The above culminating model could be evaluated using the six traits rubric. See attached: Student Friendly Six Traits Rubric - credited to John Norton and Maryvale Elementary School teachers.
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SPURGEON,JOLENE M JSPURGEON@WISC.EDU STRELCHENKO,HANNAH B hstrelchenko@wisc.edu TERRIEN,CHRISTINE LAMP cterrien@wisc.edu THOMPSON,PAMELA M pamela.thompson@wisc.edu TOMAN,LORRAINE L lorraine.toman@wisc.edu TOMKO,KELLY ktomko@wisc.edu VANDER WAAL,MARY mary.vanderwaal@wisc.edu WHITE,JOANNE jo.white@wisc.edu WILSON,NINA MCCOY nina.wilson@wisc.edu .
Department of Counselor Education Boise State University 1910 University Drive, Education Bldg. Boise, Idaho 83725 Email: lauragallo@boisestate.edu AREAS OF EXPERTISE AND TEACHING INTEREST Child and Adolescent Development Counseling Supervision Sui
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