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Understanding by Design Unit Plan Adapted for Dual Language All about Me

Author (s) Title of Unit Curriculum Areas Developed By Delmis Garca All about me Date Grade Level 1st quarter Prekindergarten Five weeks 8/13-10/11

Science, Social Studies, Language Arts, Art Time Frame Prekindergarten Team

Stage 1: Identify Desired Results


CONTENT & LANGUAGE STANDARDS English Language Arts: Goal 1: Demonstrate understanding and enjoyment of books. 1.A.ECa Engage in book sharing experiences with purpose and understanding. 1.B.ECa with prompting and support, ask and aswer questions about books heard read aloud. 1.D.ECa with prompting and support, discuss illustrations in books and make personal connections. English Language Art standards: Goal 2: Demonstrate growing interest and abilities in writing. 4.B.ECb with prompting and support, Use a combination of drawing, dictating, and writing to com pose informative/explanatory text in which a topic is named and some information about the topic shared. 4.C.ECa participate in group projects or units of study designated to leaned about a topic of interest. English Language Arts Standards: Goal 5: Communicate effectively using language appropriate to the situation and audience. 5.B.ECb with prompting and support, participate in collaborative conversations with diverse partners (e.g, peers, and adults in both small and large groups) about age-appropiate topics and texts. 5.C.ECa describe familiar people, places, things and events and with prompting and support provide additional detail. 5.C.ECb with prompting and support express thoughts, feelings and ideas. Mathematics: Goal 7: Explore measurements of objects and quantities. 7.A.ECa compare, order, and descrive object according to attributes. World-Class Instructional Design and Assessment (WIDA) Standards Spanish Language Arts: LECTURA Y LITERATURA: Leer y responder a la literatura y otras obras representativas de las sociedades hispanohablantes. A. Aplicar estrategias de lectura para mejorar la comprensin de textos impresos en espaol C. Leer, interpretar y analizar crticamente materiales literarios y no literarios de pases y comunidades hispanohablantes D. Leer en espaol con propsitos diversos 3. LENGUAJE ORAL: Escuchar y hablar eficazmente en espaol en situaciones diversas. B. Comunicar oralmente informacin, opiniones e ideas usando el lenguaje apropiado segn la situacin, el propsito y la audiencia. WIDA Standards: English Language Proficiency Standard 1: Social and Instructional Language. English Language Proficiency Standard 2: The language of Language Arts. English Language Proficiency Standard 3: The language of Mathematics. English Language Proficiency Standard 5: The language of Social Studies. In my class, I have: # of students: 20 (3 Special Ed.)

Theme (Topic + Big Idea): broad statement that expresses an understanding

Students will be able to represent themselves through the visual arts and tell about themselves. Students will be able to share and cooperate with classmates. Students will be able to compare and contrast themselves to a friend. Students will be able to identify members of their family. Students will be able to communicate with others about what makes them special.
Understandings : Essential Questions Who am I? What are my likes and dislikes? What makes me special? What are important things to know about me? What is my role in school? I want my students to understand that identity is shapped What are my responsibilities? by interactions between individuals and others and the What are rules? Why are they necessary? world around them. How can we create a good community in our classroom? I want my students to understand that rules and responsibilities help individuals define their roles as How does a community function? members of a group or community. What is the difference between an individual and a group? I want my students to understand that each of us is What do people in a group need to do to work well special in our own way. together? What are the consequences of breaking the rules? I want my students to recognize that everyone shares What places do we come from? similarities and differences. How is my family different/similar to the rest of my community? I want my students to understand that everything has given structures and functions. What is culture? What is my culture? What events do I celebrate? How are traditions and values different/similar throughout the world? What makes who we are?
I want my students to identify, explore, understand and present their abilities, preferences and identities.

Academic Language Objectives Content Obligatory Words: (Vocabulary) Community, responsibility, rules, actions, groups, role, individual, culture, tradition, world, diversity, family, feelings, fair, help, cooperate, safe, me, uniqueness, identity, abilities, preferences. Content Compatible Words/Phrases: (Words that transfer to other content areas (academic phrases)) Yo soy Yo tengo Me gusta/No me gusta Yo quiero comunidad, responsabilidad, reglas, acciones, grupos, Yo necesito rol (papel), individual, pas, cultura, tradicin, mundo, Yo soy de diversidad, familia, sentimientos, justos, ayudar, cooperar, Nosotros queremos seguridad, yo, nico, identidad, habilidad y preferencia. Nosotros somos Nosotros necesitamos Knowledge Students will know Skills & Strategies Students will be able to

I want my students to discover themselves and represent Students will be able to represent themselves themselves to others. visually and tell about themselves. I want my students to see themselves as an individual with Students will be able to compare/contrast likes and dislikes.

themselves to a friend.

I want my students to understand that they are important. roles in a group or community.

Students will be able to share and cooperate with I want my students to understand that there are different their classmates.
I want my students to understand that there are rules for family. groups and communities. I want my students to understand that there are many ways to take responsibility in a group and community.

Students will be able to identify members of their

Students will be able to understand rules and consequences.

Students will be able to understand and be an active I want my students to understand that each of us has something special that we can contribute to the group and member in the school community. community.
I want my students to recognize that everyone shares similarities and differences.

Students will be able to understand that all people have needs and wants.

Brief Unit Summary The first prekindergarten Unit will be an About Me unit in which students will explore their sense of identity through a study of the self within the context of their surroundings. Students will explore the importance of rules in the classroom and communities and they will study family structures, customs and traditions, and diversity in the classroom. Students will also learn about their body, their five senses and their feelings. The extension of the unit will be conductes as we progress to learn about living organisms (insects) where students will be able to compare and contrast themselves to insects (structure and needs). Professional Resources for Teachers [resources to support teachers content or pedagogical knowledge]:

Read alouds: Los super sentidos (series), Las emociones (series), mi cuerpo (series). I like me! Author:Nancy Carlson ISBN: 978-0142414453 Today I feel silly Author: Jamie Lee Curtis Hoy me siento tonata Author: Jamie Lee Curtis Its hard to be five Author: Jamie Lee Curtis Me gusta ser como soy Author: Todd Parr Its Okay to be different Author: Todd Parr Dos and donts Author: Todd Parr The Family book Author:Todd Parr Feelings Author:Todd Parr Amigos Author:Todd Parr En mi familia Author: Carmen Lomas Garza No David! Author:David Shannon Guided texts: Owl, alpharhymes, and Manipulatives: puzzles, puppets, costumes,

Stage 2: Assessment Evidence


Performance Task(s) Description (attach rubrics if applicable) Formative Assessment (throughout the unit): Ongoing observational and anecdotal assessments of students understanding of the self in the context of community through oral, written, pictorial responses. Summative Assessment (at the end of the unit): Presentation of family tree, self-portrait Other Evidence: Quizzes, tests, academic prompts, informal observations, student self-assessments Informal observations and anecdotal writing. Drawing of self-portrait (The use of a rubric). Personal interviews and presentation of their work. Recollection of different worked at the end of each lesson.

Stage 3: Learning Plan


How will you make sure students know where they are going in this unit? (WHAT WILL YOU FRONT-LOAD, and WHAT WILL BE LEFT FOR INQUIRY?)
Students will know that they are studying themselves as part of something bigger. We begin with studying the self and move on to studying how the self is part of a family. From there we continue to the community, follow by the world and other living organisms.

How will you hook students at the beginning Songs, TPR of essential vocabulary, home activities and family of the unit? (TPR/CONCRETE, ENGAGING involvement. In addition to taking pictures of students ACTIVITY IN SPANISH) performing these functions and displaying them in the classroom.

What events will help students experience Creation of all about me book to be shared in class. and explore the units big idea and essential Family tree (family project), parent involvement. questions? Discuss individual likes and dislikes and how we get along with others. Create classroom rules and accountability. Giving students ownership of their classroom community. Hold classroom jobs/responsibilities. Recording appropriate behavior for display. Participation in class activities (compare/contrast with a friend).

What skills and knowledge do students need Pointing, cutting and pasting, identifying their likes and dislikes, to know and how will you equip them? (think oral language, expressive and receptive language, fine motor of activities) skills, and tracing. How will you provide students opportunities Provide students with ample opportunities for pair/share. to reflect, rethink, revise and refine their Continuous opportunities for expressing thoughts and ideas work? within the context of the topic. Encourage the use of personal connection. Add prompts to work and supplement reading materials for lending library. Provide guidance, modeling, interactive learning opportunities.

How will you tailor or differentiate your plan Pair students accordingly (Ex: mixed ability grouping). to optimize engagement and learning of ALL Extensive modeling of unit objectives with an emphasis on students without compromising unit goals? repetition. What materialssuch as graphic organizers, Books related to self, family, community roles, culture, and handouts, Power Points, books, etc.do you heritage. Graphic organizers created as a whole group. need to prepare/collect/construct for Family tree presentation handout. students? How is culture integrated?
Culture is an integral part of this unit. There will be continuous discussion of cultural identity and cultural traditions as students study themselves in the context of their community. Parents will be welcomed and encouraged to participate in the classroom and teach students about their traditions and culture. Teaching key content words through visuals and TPR. Allowing students to respond in their native language whenever they find it necessary.

How will you differentiate for linguistic diversity?

How will you differentiate for other kinds of Preferential seating, manipulatives, and other accommodations in accordance to IEP needs. diversity? How will students be grouped? How will you make the content instruction for all language learners: Active Meaningful Recurring Contextualized Contrastive
Students will be grouped in mixed ability groups. Active- Extensive use of TPR. Meaningful- Use of personal connections. Recurring- Throughout the day unit content will be integrated. Ex: during morning meeting, centers, writers worksho p, journal writing, and math. Ex: opportunities for unit contents to sink in throughout different activities. Allow students to find connection in topics that are being taught throughout the unit. Contextualized- Unit content will be contextualized throughout our daily activities. For example: journal prompts, shared writing, homework, and extension activities. Emphasis on background knowledge. Contrastive- Offer alternative examples to new concept. Ex: a community is not an individual. Noting the usage of feminine and masculine articles in Spanish and their absence in English. However, if another meta-linguistic awareness concept arises, it will also be discussed. To guide cross-linguistic transfer we will present vocabulary words through visual cues and TPR. Create a student-guided TChart. We will group students according to differing language abilities so that all students can support each other.

Bridge Activity- How will you build metalinguistic awareness guide cross linguistic transfer?

Extension in English What unit in English will this flow into?

Oral sentences frames presentation. Ex: I am_________ (name, age, girl). I have ____. I like/dont like ____. I want ____. Im from _____. What teaching and learning experiences will equip students to demonstrate the targeted understandings?

To get students to use the academic language related to Preview Stage preparing students for themselves, we will begin by introducing different concepts (5 success listening and speaking senses, feelings, parts of the body, manners, cultural Preview ideas, concepts, and strategies in a non-verbal, physical or background) through TPR and the use of visuals. pictoral manner Teacher will practice the chosen concept with students several Practice academic oral language times a day to help create or extend background knowledge. Put students in heterogeneous groups Students will start by creating a self-portrait (or other concepts being taught during this unit). They will present portrait to a classmate.

Focused Learning Stage making the connection between oral language and literacy reading and writing Readings available at many different levels; Continued practice of oral academic language, as well as literacy Students actively engaged with literacy

Students will continue to develop knowledge and extend oral language through various experiences with read-alouds and books taken home. During read-alouds students will have various opportunities to connect text with their own background knowledge. They will also have opportunities to practice their oral academic language through TPR. To supplement what students are reading about, teacher will also refer to the visuals displayed in class and our surrounding as applicable.

Application Stage students demonstrate what they have learned all four language domains Focus on independent use of skills and demonstration of understanding of big idea/lesson focus

Students will demonstrate their understanding of the content through oral and written responses. Students will demonstrate understanding by orally participating in classroom activities. They will also demonstrate understanding through pair-shares. Students will demonstrate understanding of the content through responses during extension activities, which will be conducted after reading assignments (listening and reading). Students will demonstrate understanding through classroom activities (self-portrait, compare/contrast and interviews).

Bridge focus on the transfer of skills from one language to another. May occur after at different places within the lesson cycle, depending on the lesson.

Students will review vocabulary words and sentence starters in English through the use of TPR. Students will then create a tchart to compare word/phrases in both languages. At this point, the lessons meta-linguistic goal is to emphasize the presences of articles in Spanish and their absence in English.

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