3 Day Bilingual Unit Plan

7/30/2019 3 Day Bilingual Unit Plan

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Sara A. Molle, Megan Moyer, Amy Peabody

Assignment #6:

Acclimation to America and the American CultureThree-Day Lesson Plan with Cohort Group

Essential Question:How does a persons native culture shape his or her future when living in a differentcultural group?

Big Idea:Students will be able to compare and contrast systems having to do with their recent

immigrations; they will also be able to tell about the American Governmental System and

the school system in which they are a part.

Rationale:Although America has been called The Melting Pot and was later named The

Salad bowl; each American brings something different to the table. Together we arecovered by the dressing or broth that is the American spirit. Our flavor is a bold blend.Although it is highly criticized by some, it is highly regarded by many. Each individual

adds his or her own tang, zest, or spice; the unity of our flavors is what makes our nation

strong.

As a country, we are held together by the same values and belief structure; although

we are not defined by one race or religion, we are bound by the documents that have

declared us a free land and established the principles by which we are governed. We are

joined by the belief that all men are created equal that they are endowed by their creatorwith certain unalienable rights, that among these are life, liberty, and the pursuit of

happiness (Jefferson, 1776). Freedom and equality are major reasons many peopleemigrate from other lands to the United States.

The people who journey to America to seize opportunity, to escape political

persecution, or to live freely often become the children and the parents of the children of

the ESL programs in schools. It is important that as Americans we welcome those who

value these American principles as well as encourage them to create a home here as well.

Teaching children to learn how to be proud of their personal heritage and cultural identity

as well a proud American, is essential; by recognizing our similarities as well as our

differences we become stronger as individuals and as a people.

Who Are We Teaching?The class we are teaching this lesson to is composed of five students, who are each in

fourth grade. The students are from differing cultural, linguistic, and educational

backgrounds; they are from the following countries:

Carmen is from Cuba (dictatorship)


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Pedro is from Puerto Rico (because these students are American Citizens, howeverthey are not granted the right to vote)

Cheng (or) and Cai (or) and are both from China (work for the success of thewhole community, instead of working for the wealth of an individual person).

Cheng went to public school, whereas Cai attended a private institution.

Iti is from India (her family came to America for more opportunities, because theywere in low cast system).

WHAT SHOULD I DO WITH THE PARENTHESISDue to the extremely diverse political make up of these countries, students have grown to

have a variety of views and cultural norms. In an ESL classroom it should be the mission

of the teacher to earn the trust of the students, so that she can best support her students in

their academic endeavors.

This lesson might be taught after the students begin to branch out from their silent

phases?

Day 1: Introduction to Compare & ContrastSara A. Molle

Objective(s):Language:

-Students will discuss with the class their previous schooling environment in brief detail.

-Students will discuss their current schooling environment.

-Students will compare and contrast differences and similarities between their previousschooling environment and their current schooling environment.

Content:

-Students will create a Venn diagram to compare and contrast two schooling environments.

Standards:

WIDA Standard 1: ELL will communicate for social and instructional purposes with in theschool setting.

WIDA Standard 2: ELL will communicate information, ideas, and concepts necessary foracademic success in the area of Social Studies.

CCSS.ELA-Literacy.SL.4.1bFollow agreed-upon rules for discussions and carry outassigned roles.

CCSS.ELA-Literacy.W.4.8Recall relevant information from experiences or gather relevantinformation from print and digital sources; take notes and categorize information, and

provide a list of sources.

Materials:

White board/ chalk board Venn Diagram Sheet (one for each student) Pencils Pictures of students home country flags & U.S flag Pictures of school items

Procedure:
http://www.corestandards.org/ELA-Literacy/SL/4/1/b/http://www.corestandards.org/ELA-Literacy/SL/4/1/b/http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/SL/4/1/b/


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1. Introduce the days topic: Compare & Contrast.-explain definition of the skill If you comparetwo things you tell how they are alike. Ifyoucontrasttwo things you tell how they are different. If you compare and contrasttwo

things you tell how they are alike and how they are different.

2. Before we begin to compare and contrast our own experiences, I would like to read afew pages of a great book I read the other day. This book is called The Name Jar. This

book is about a young girl, about the same age as you, who comes to America readfirst 5 pages to refresh student experiences coming to America.

3. Today we are going to compare and contrast where our classmates went to school. Wewill each share out a few things from school in our home country. I will keep a list on

the board. When students share about their schooling environment, keep a list on the

board (list for each country)

4. Now that we have our lists about what you were seeing back in your home country,who would like to tell me what you are seeing here in the United States? write

student comments on the board

5. When students respond, make a list labeled United States on the other side of theboard and list their observations, feelings, comments, etc.

6. When we compare and contrast two things, we sometimes organize our comparisonsinto something called a Venn diagram. draw a Venn diagram7. Explain the parts of the Venn diagram & use hand motions to show (i.e. point to left

circle, middle section, right circle one circle is for one item and here we list its

characteristics, the middle is for characteristics that they both share, in the other circle

is where we write the characteristics for the other item we are comparing.

8. Label the Venn diagram and begin to fill in what the students reported from their homecountry and from the school they are currently in.

9. Please copy what we have brainstormed together on your Venn diagram. passdiagram sheet out

10.Is there anything that you have seen in your home country that you have also seenhere? show a picture of desks Were there desks where you went to school beforehere?

11.Continue this scaffolding process to complete the both.

DAY 2: COMPARING AND CONTRASTING SYSTEMSMegan Moyer

Objectives:1. Develop their skills of comparing and contrasting through the use of a Venn

diagram; this will help them organize new information in their schema. CITE THIS

2. Students will observe the differences between school life in their native country and

their life in school in America.

3. By identifying and interacting with the similarities between their home country and

America, they will become more comfortable with their lives here.


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4. Students will construct a list of vocabulary terms that are meaningful and relevant

to their lives; they will find these words naturally throughout the unit, by allowing students

to find their own words, the terms will become personal and needed.

5. An overarching objective for the year: students will become comfortable living in a

new culture and environment.

Common Core State Standards Intuitive:Writing Standards:

CCSS.ELA-Literacy.W.4.8Recall relevant information from experiences or gatherrelevant information from print and digital sources; take notes and categorize

information, and provide a list of sources.

CCSS.ELA-Literacy.W.4.8Recall relevant information from experiences or gatherrelevant information from print and digital sources; take notes and categorize

information, and provide a list of sources. CCSS.ELA-Literacy.W.4.9Draw evidence from literary or informational texts to

support analysis, reflection, and research.

CCSS.ELA-Literacy.W.4.9aApply grade 4 Reading standards to literature (e.g.,Describe in depth a character, setting, or event in a story or drama, drawing onspecific details in the text [e.g., a characters thoughts, words, or actions].).

Reading Standards:

CCSS.ELA-Literacy.RL.4.6Compare and contrast the point of view from whichdifferent stories are narrated, including the difference between first- and third-person narrations.

Speaking and Writing Standards:

CCSS.ELA-Literacy.SL.4.1cPose and respond to specific questions to clarify or followup on information, and make comments that contribute to the discussion and link to

the remarks of others.

CCSS.ELA-Literacy.SL.4.1dReview the key ideas expressed and explain their ownideas and understanding in light of the discussion.

Materials: Venn diagram graphic organizer Photographs Magazine Clippings Markers

Crayons Cocoa Ice by, Diana Appelbaum Readers Response Journal

Procedure:
http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/W/4/9/http://www.corestandards.org/ELA-Literacy/W/4/9/http://www.corestandards.org/ELA-Literacy/W/4/9/a/http://www.corestandards.org/ELA-Literacy/W/4/9/a/http://www.corestandards.org/ELA-Literacy/RL/4/6/http://www.corestandards.org/ELA-Literacy/RL/4/6/http://www.corestandards.org/ELA-Literacy/SL/4/1/c/http://www.corestandards.org/ELA-Literacy/SL/4/1/c/http://www.corestandards.org/ELA-Literacy/SL/4/1/d/http://www.corestandards.org/ELA-Literacy/SL/4/1/d/http://www.corestandards.org/ELA-Literacy/SL/4/1/d/http://www.corestandards.org/ELA-Literacy/SL/4/1/c/http://www.corestandards.org/ELA-Literacy/RL/4/6/http://www.corestandards.org/ELA-Literacy/W/4/9/a/http://www.corestandards.org/ELA-Literacy/W/4/9/http://www.corestandards.org/ELA-Literacy/W/4/8/http://www.corestandards.org/ELA-Literacy/W/4/8/


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OBJECTIVE COMPARE AND CONTRASTING SYSTEMSBackground and culture based due to their recent immigration

COMPARE AND CONTRASTCompare and Contrast what they are allowed to do

MICRO LEVEL SCHOOL

(Venn diagram) here vs. at home

Are they allowed to go to school The rules of their school

o Do you have to stand up to talk to answer their questionso Disrespectful because they are loud and noiseo They are allowed to drive, etc.o Family government

Why would you see these differences? What does this mean for you and your family, now that you live in America? Why does this school do this? (fire drills, evacuations, safety)

o Europe is public transportation; this is different than in Americao Tradition: Pledge of Allegiance

Reasons why What does that mean for you

Bicultural If you come from a culture that does not have a president and has a dictatorship,

how would living in America The Land of the Free Affect you?

What does an election entail/ voting Your Rights as an American/ that you have rights as a person Founding Fathers Beliefs

o Why they would want to declare independence. Why do you think that people should have these rights?

A.Venn diagram Reviewa. Review how a Venn diagram works and the terms that were used during its

instruction.

b. By using the notes from yesterdays class to create a Venn diagram that showsthe differences and similarities between the two schools that each

B. Cocoa Ice by, Diana Appelbaum


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a. Each child will have a copy of this story while I read it to the class, slowly andclearly. The illustrations in this text correlates well with the story;

b. Reading this out loud will allow students to use their listening skillsc. This book is excellent for this lesson because it tells the story of two girls

whose lives are intertwined even though they are not from the same place.

The first girl is growing up in Santo Domingo and the other girl is growing

up in Maine. Each girl looks forward to the wears that the other girls familysells. The Dominican girl looks forward to when the Ice Boat docks in her

hometown, whereas the New England child anxiously anticipates the arrival

of the Cocoa Beans (coming from Santo Domingo) sailing towards her icy

town off the coast of the North Atlantic (Appelbaum, 1997).

C. Contrast/ Compare: Santo Domingo and Mainea. Appelbaum has juxtaposed two parallel stories in Cocoa Ice. It is beneficial

to the ESL students arriving in America because the students will be able

Using this book is beneficial to in the ESL classroom because the children

will be able to identify with the

D. Readers Response Journala. How do you think that the Dominican girl would feel if she switched roles

with the girl who lives in Maine? How would you feel if you were in her

place?

i. If the girl from Maine went to the Santo Domingo, t

DAY 3: COMPARING AMERICAN SCHOOL TO AMERICAN GOVERNMENTAmy Peabody

Objectives:

Students will be able to compare American Schools to American Government Students will be able to compare jobs of government officials to educational professionals

Standards:

CCSS 4.W.4: Production and Distribution of Writing- 4. Produce clear and coherent writing inwhich the development and organization are appropriate to task, purpose, and audience.

CCSS 4.W.8: Research to Build and Present Knowledge- 8. Recall relevant information fromexperiences or gather relevant information from print and digital sources; take notes and categorizeinformation, and provide a list of sources.

CCSS 4.L.4: Determine or clarify the meaning of unknown and multiple-meaning words andphrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Materials:

Pictures of various people: Principal, Vice Principal, Board of Education, President of United States,Vice President of the United States, Congress

Chart paper


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Colored pencils/markers (one per student) Tape

Procedure:1. Review previous days lessons of Venn Diagrams and comparing and contrasting

a. What does it mean to compare?b. What does it mean to contrast?c. What did we do to display how to compare and contrast?

2. Introduce todays topica. Today, we are going to compare American schools and America Government.b. What do you know about American schools?c. What do you know about American government?

3. Show pictures of the American school systems (Board of Education, Principal & Vice Principal)4. Show pictures of the American government (President, Vice President & Congress)5. We will use Linking Language Strategy (p.117)

a. After showing the pictures, I will tape up one to each piece of chart paper.b. Each child will get one color to write withc. Students will go to the chart paper and write what job/s they think the person does

(students will be able to write on each piece of chart paper)

d. After everyone has written on the chart paper we will discuss what everyone wrote6. I will ask students if they know of any jobs that have similarities.7. We will compare the jobs of the President and the Principal

a. What jobs did we write down that are the same for both the principal and the president?(answers will be written on the board)

b. Would you say that the principal is the president of the school?8. We will compare the jobs of the Vice President and the Vice Principal

a. What jobs did we write down that are the same for both the vice president and the viceprincipal? (answers will be written on the board)

b. Would the vice principal be the vice president of the school?9. We will compare the Board of Education and the Congress

a. What jobs did we write down that are the same for both the BOE and Congress (answerswill be written on the board)

b. Do the BOE and Congress have similar jobs?10. Students will write in their journals

a. I want you to pick one of the professions we just discussed and write the jobs/tasks thatyou would have to do.

11. Review of vocabulary words and about the different jobs in governmenta. Review of the Bilingual Vocabulary the Students have used thus far.

o President, Vice President, Freedom, Liberty, Laws, Bills, Constitution, Veto, Declarationof Independence


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References:

Appelbaum, D. K. (1997). Cocoa Ice. New York: Orchard.

Breidlid, A. (2007). Education in Cuba - an alternative educational discourse: lessons to be

learned?. Compare: A Journal Of Comparative Education, 37(5), 617-634. doi:10.1080/03057920701582491

Choi, Yangsook. (2001). The Name Jar. New York: Knopf.

Jefferson, T. U.S. Declaration of Independence, Paragraph 1. (1776).

Krajewski, R. J. (2006). Chinese Public Education in Transition. Education Digest, 72(2), 62.

Roundtable No. 6: Education: 'D' is for disaster. Private education sector leaders give failing

grade to island's public school system. (2008). Caribbean Business, 36(48), 29-30.

Sahoo, K. (2012). Present Scenario of Management Education in India. SIES Journal Of

Management, 8(1), 74-82.

Vetrivel, S. C. (2010). Educational Leaders: A Paradigm Change Masters. Advances In

Management, 3(11), 21-24.

Zhongkui, W. (1996). Overview of current Chinese private schools. Chinese Education &

Society, 29(2), 41.


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What did you see at school in your

home country?


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What do you see happening at school here in the United States?


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Our School Venn Diagram

Home Country

Both

United States


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http://www.google.com/url?sa=i&rct=j&q=board+of+education&source=images&cd=&cad=rja&docid=-HtdW0Lrf4iZQM&tbnid=jlXlqp4reRuNzM:&ved=0CAUQjRw&url=http://www.wyandanch.k12.ny.us/our_district/boe.html&ei=k1V4UeiFJ7H64AOxyYH4Dw&bvm=bv.45645796,d.dmg&psig=AFQjCNGekDtLofdd2U0ffMgsjhHms4jrbA&ust=1366927108321616

Documents

3 Day Bilingual Unit Plan