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Inside A, Unit 2/ Set the Table Supplemental Unit
Big Idea: Food influences daily life and world events. Essential Question science: What is healthy eating?
Essential Question social studies: What events resulted from the “Columbian Exchange?” In order to deepen the Common Core focus of the middle school ESOL curriculum and include Discipline-specific and Academic Language Expansion (DALE), supplemental units with informational text materials have been created. The materials include linguistic and academic skills introduced in the Inside Unit and related to a story, topic, genre, or theme in the unit. Please note, the standards are for 7th grade. Sixth and 8th grade standards are available at http://www.pdesas.org/Standard/PACore
Common Core Focus
Academic Language Development
1.2 Reading Informational Text Key Ideas and Details / Text Analysis CC.1.2.7.C Analyze the interactions between individuals, events and ideas in a text. Vocabulary Acquisition and Use CC.1.2.7.J Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1.4 Writing Opinion / Argumentative Focus CC.1.4.7.H Introduce and state an opinion on a topic. 1.5 Speaking and Listening Comprehension and Collaboration / Collaborative Discussion CC.1.5.7.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expression their own clearly.
Linguistic Complexity (Discourse Level): Accurate use of vocabulary to read and describe charts, graphs and images and interpretation of charts, graphs and captions.
Language Forms and Conventions (Sentence Level): Accurate writing of negative sentences in the present tense (pg. T48). Accurate use of action verbs in a sentence.
Vocabulary Usage (Word Level): Accurate use of adjectives (color, shape, size) (pg. 6-7 in “I Make Pictures Move” and pg. 37 in student text). Accurate use of theme related vocabulary about healthy food and the “Columbian Exchange.” Informational Text Standards Objectives for Curriculum Engine
• SWBAT acquire and use accurately grade-appropriate general academic and domain-specific words and phrases IOT gather vocabulary knowledge when a word or phrase is important to comprehension.
• SWBAT engage in a range of collaborative discussions IOT express ideas. • SWBAT identify a topic IOT state an opinion. • SWBAT identify significant individuals, events and ideas in a text IOT analyze their
interactions.
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Model Performance Indicators (MPI)
From WIDA (World Class Instructional Design and Assessment) A model performance indicator (MPI) gives expectations for what and how students can process and produce at a given
proficiency level (e.g. Entering, Emerging, Developing). They are written for language domains (listening, speaking, reading, writing). For each domain, the strand is scaffolded for language proficiency level. There are three elements in an MPI: (a) language function (verb) - describes how students process or use language to demonstrate proficiency (b) content stem / topic (topic of the standard)– the context for language instruction, derived from content standards (c) support – instructional strategies or tools used to assist students in accessing content necessary for communication (sensory, graphic, or interactive)
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End of Unit Assessments: Level 1 - Healthy Eating Cognitive Function: Students will analyze information on food / healthy eating.
Domain Level 1 Level 2 Level 3 Listening Match oral language associated
with the sequence of events related to eating “healthy foods” based on illustrations, sentence starters and oral directions.
Identify the sequence of events related to eating “healthy foods” based on illustrations and oral directions.
Interpret the sequence of events related to eating “healthy foods” based on oral directions.
Speaking Repeat orally the sequence of events related to eating “healthy foods” based on illustrations, partners and sentence starters.
Retell orally the sequence of events related to eating “healthy foods” based on sentence starters and a partner.
Role play orally the sequence of events related to eating “healthy foods” with a partner.
Reading Identify food groups and individual “healthy foods” based on a model, cloze reading and illustrations.
Classify food groups of and individual “healthy foods” using a cloze reading and illustrations.
Compare / contrast groups and individual “healthy foods” with a cloze reading.
Writing Match food to groups of “healthy foods” using a cloze paragraph, a word bank and images.
List groups of “healthy foods” using sentence starters using a cloze paragraph and images.
Retell groups of “healthy foods” a cloze paragraph.
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“Healthy Eating:” Video clips to provide background information for students
o Food Groups are Rocking Tonight (song with lyrics) - https://www.youtube.com/watch?v=GaLvxVnn8Yg
o Earth care video clip (40 seconds) - https://www.youtube.com/watch?v=w3yIT3yCIJ0
o What’s on my plate (Spanish/English) - https://www.youtube.com/watch?v=eg0uVx0Uilo
o Fruit Veggie Swag - https://www.youtube.com/watch?v=loANI3tlPUg
o Supplementary map / images - http://www.guesthollow.com/homeschool/printables/files/columbianexchange.pdf
o School lunches around the world - https://www.youtube.com/watch?v=Y615JKSn8TI or https://www.youtube.com/watch?v=K-uD96PVX9Q
Reading / Writing Speaking / Listening Inside A, Unit 2, introduces students to food groups and foods. They learn adjectives to describe foods including shapes, colors, and sizes (p. 37) and action verbs (pg. 39). Lastly, students learn steps in a process (pg. 41 and 47). Page 49 includes a “food pyramid.” The “food pyramid” has been replaced with “my plate.” It includes a text (pg. 54 – 59) on foods around the U.S. The final assessment is a “how-to” card (pg. 62 – 63) to practice steps in a process. The science supplemental unit shifts from the “food pyramid” to the “my plate.” Students review adjectives, is/is not, and sequencing. (1) Begin the lesson by providing background information. Show video clip(s) on food groups. You may also show students the images of the food pyramid (p. 49/ T49) and “my plate (see below).” (2) Using the chart on page 49 / T49 to classify food into groups, list / label food on “my plate.” (Note: text on page 58 / T58 labels proteins “meats and beans.” This label for protein is on the pyramid
(1) Using the my plate and food classification chart created for “Reading / Writing,” create groups of 3 or 4 students to present their “my plate” to their group members. Students should include a sequence of event and use pronouns. First, I eat my vegetable. My vegetable is ___________ (lettuce, carrot, onion, etc.) Next, I eat my protein. My protein is _________________ (beans, eggs, fish, etc.) Then, I eat my grains. My grains is __________________ (pasta, rice, bread, etc). Last, I eat (drink) my dairy. My dairy food is _________ (milk, cheese, yogurt, etc.).*
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but not on “my plate.”) (3) Encourage students to create “my plate” with food / categories of food they eat. How is this similar / different from the U.S. “food plate?” (The “food pyramid” was preplaced by “my plate” in 2011. (4) Students should complete the negative sentences (pg. T48) and begin each sentence with a capital letter and end each sentence with appropriate punctuation. Model: Is a bean or a banana a vegetable? No, the banana is not a vegetable. Is the oil dairy food? (milk) No, the oil is not dairy food.* Assessment:
1. Is the chicken a fruit? No, the chicken________________.
2. Is the corn a protein (meats and beans)? No, the corn _______.
3. Is the fish a fruit? No, the fish _____________________.
4. Is the pineapple a protein? No, the pineapple ___________.
5. Is the cabbage dairy food? No, the cabbage
______________.* (* - note no article)
You eat ________________, ________________, _____________, _______________. They eat ________________, ________________, _____________, _______________. We eat ________________, ________________, _____________, _______________. Evaluation: See rubric at end of assessment. * Note: Some students may not eat diary. Optional assessment: (2) Show students the video clip on school lunches. Think: Ask students what types of food they like for lunch. Pair: With a partner, ask students to tell their partner what types of food they like for lunch (e.g. rice, beans, bread, bananas, etc.) Share: In groups of 4+ students, ask students to tell the group members what types of food they like for lunch. Project: Have each student create a menu for school lunch. Students may complete the ideal lunch on a graphic organizer / chart or illustrate the lunch on paper or on a paper plate. In pairs, ask students to share their menu project. Present: Using “This is my school lunch” cloze, have each student present their partner’s ideal school lunch.
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(3) Use adjectives to describe food. (pg. 37/ T37; 54 / T54; 55/T55)
1. An apple is _____________ (a circle, a triangle, a square, a rectangle).
2. An apple is ______________ (red, purple, brown).
3. A banana is __________ (a circle, a triangle, a square, a
rectangle).
4. A banana is _____________ (black, blue, yellow).
5. Cheese is _________ (a circle, a triangle, a square, a rectangle.)
6. Cheese is ______________ (yellow, black, green).
7. Bread is __________ (a circle, a triangle, a square, a
rectangle).
8. Bread is ________________ (green, brown, orange)
9. Carrots are _______________ (a circle, a triangle, a square a rectangle).
10. Carrots are _______________ (green, orange, pink).
(4) Cloze reading (The word bank terms are in order. You may want to “mix up” the order.) Word Bank: grain, milk, yogurt, vegetables, fruit, banana, grapes, carrots, potato, onions, meat & beans (protein), fish, eggs, beans
Vegetables Fruit Protein Grains Drink
Share with partner: This is my school lunch. I eat _________________ (vegetables). I eat _________________ (fruit). I eat _________________ (protein). I eat _________________ (grains). I drink ________________ (water, milk, juice). Present partner’s school lunch: This is _____________ (name) school lunch. (She) (He) eats _________________ (vegetables). (She) (He) eats _________________ (fruit). (She) (He) eats _________________ (protein). (She) (He) eats _________________ (grains). (She) (He) drinks ________________ (water, milk, juice).
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Rice is a g__________. Bread and pasta are grains, too. Add a cup of dairy like m_____________ and y__________. Mix in v__________________ and f____________. Give me a red apple. Give me a yellow b_________________. Please, I like red g________________, green lettuce, and orange c_________________. A round p________________, And a yellow or red o________________ makes me happy. Next, cook protein or m__________ and b__________. Give me some chicken. Add a plate with f_____________, and e___________. Give me some b____________, please. Wow, I am full! (5) Cloze writing: On page 60 / T50 in the Inside textbook / teacher’s guide, the writing assignment is “write about your favorite meal to eat with friends or family.” If students have completed the chart on page 60 / T60, they may use the terms for foods in their chart. If not, students may refer to pages 53 – 58 in their text. My favorite food to eat with (friends) (family) is ____________ and ___________________. I like ________________ (vegetables). I do not like ________________ (vegetables). I like ____________________ (protein). I do not like ____________ (protein). I like ________________ (grains). I do not like _____________ (grains). I like to drink ___________________. I
Evaluation: Speaking / Listening
Criteria Below Basic - 1
Basic - 2 Proficient - 3
Student accurately pronounces vocabulary related to the topic
Student accurately selects and/or responds with vocabulary related to the topic
Student demonstrates a command of the grammatical structures.
Student accurately completes the task.
Optional science experiments (1) Students will view a video clip that follows the decomposition of fast food over ten weeks. Question: What makes food bad? (synonyms: spoil, become moldy, decompose) (spoil) Video: https://www.youtube.com/watch?v=khgOTDvG-4A Use the science lab report to analyze the experiment. (2) Students view a video clip on creating a “rubber” egg. Question: What makes an egg soft? (rubber)
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do not like to drink ______________________.My favorite foods make me __________________. (happy, sad, tired, good, bad). Optional Writing: Provide sentence starters. My favorite food is __________________. I like _____________________________. I do not like _______________________. My favorite food makes me _____________. Evaluation Reading / Writing: In the 3 reading assessments, there are a total of 30 questions. You may determine how many points per question.
Criteria Below Basic - 1
Basic - 2
Proficient – 3
Student accurately includes vocabulary related to the topic
Student accurately uses positive and negative responses related to the topic
Student demonstrates a command of the grammatical structures.
Student accurately completes the task.
Use the science lab report to analyze the experiment. Video: https://www.youtube.com/watch?v=khgOTDvG-4A
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Lessons / Assessments Level 1: “Columbian Exchange” Cognitive Function: Students will analyze events resulting from the “Columbian Exchange.”
Domain Level 1 Level 2 Level 3 Listening Point to vocabulary associated
with events resulting from the “Columbian Exchange” based on oral questions, images, a word bank and sentence starters.
Predict vocabulary associated with events resulting from the “Columbian Exchange” based on oral questions, images, a word bank and sentence starters.
Interact with vocabulary associated with events resulting from the “Columbian Exchange” based on oral descriptions, and images.
Speaking Orally repeat vocabulary associated with events resulting from the “Columbian Exchange” based on images, a word bank, sentence starters and a chronology.
Orally sequence vocabulary associated with events resulting from the “Columbian Exchanged” based on a word bank, sentence starters, and a chronology.
Discuss vocabulary associated with events resulting from the “Columbian Exchange” with a partner.
Reading Identify words, phrases and dates associated with events resulting from the “Columbian Exchange” based on images, maps and a word bank.
Categorize and sequence events associated with the “Columbian Exchange” based on images and a word bank.
Retell events associated with the “Columbian Exchange” based on W-5H questions and with a partner.
Writing Match word and phrases associated with events resulting from the “Columbian Exchange” into categories based on images, a chart and word bank.
Describe an event associated with the “Columbian Exchange” based on a chart and word bank.
Analyze events related to the “Columbian Exchange” based on W-5H questions and with partners.
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“Columbian exchange:” Video clips to provide background information for the students
o Origins of Food (focus on map/images) - https://www.youtube.com/watch?v=MVVvF7PWo-I#t=215
o Columbian Exchange (focus on images) - https://www.youtube.com/watch?v=5jBCrx3SbuY
o Columbian Exchange (images of food) - http://www.pbslearningmedia.org/asset/midlit11_vid_splcola/
o Columbian Exchange (prezi – video clip at beginning) - http://prezi.com/4trfze0qhbyz/the-columbian-exchange/
o Columbian Exchange (Map / images activity) - http://www.guesthollow.com/homeschool/printables/files/columbianexchange.pdf
Reading / Writing Speaking / Listening Inside A, Unit 2, introduces students to food groups and foods. They learn adjectives to describe foods including shapes, colors, and sizes (p. 37) and action verbs (pg. 39). Lastly, students learn steps in a process (pg. 41 and 47). Page 52 – 28 is a text, U.S. Tour of Food. The text connects food crops to geographic regions. The final assessment is a “how-to” card (pg. 62 – 63) to practice steps in a process. (1) The last page of U.S. Tour of Food (pg. 52- 58) “Food Brings People Together” (p. 59 / T59). In the photo, “Food Brings People Together,” the family is sharing food. Ask students when they share food? Why? State people throughout the world share food. (2) Show Map 1 and 2 of the “Columbian Exchange.” (If possible, also show a large world map. Assist students in locating oceans and continents.) The maps depict the “Columbian Exchange” - a sharing of food as well as disease. Death from war and slavery also decimated the indigenous population. (By 1600, the indigenous population of the Americas decreased by
(1) Pair students. With a partner, ask students to re-read the illustrated statements about the “Columbian Exchange.” Use the images / chronology to help understand the paragraph (attached). The dialogue includes a sequence of events and pronouns. Word bank: Christopher Columbus, ocean, food, sick, farms, sugar, run First, Christopher C___________ is on a ship. He is on the o__________. Next, people meet. They share f________. They share animals. Next, Christopher Columbus wants gold. He has slaves. Then, people get s_________. They die. Then, more people are slaves. They work on __________.
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90%).* (Video clips may provide additional background information.) (3) Use Maps #1 and #2 and have students categorize food items from the maps based on the categories in the textbook – grains, dairy, fruit, vegetables, meats / beans (protein) (pgs. 54 – 58 / T54 – T58). (See map/images activity for additional review.) (4) Students should begin each sentence with a capital letter and end each sentence with appropriate punctuation. Tomatoes are from the ______________ (west, east). Wheat is from the ___________________ (west, east). Potatoes are from the _________________ (west, east.) Cows are from the __________________ (west, east). Beans are from the _________________ (west, east). Chickens are from the ________________ (west, east). (4) Read “The Columbian Exchange” Pre-teach vocabulary: Europe, Americas, ships, ocean, gold, slaves, sick, die, farms, tobacco, sugar, fight, run, celebrate Share how a chronology is a sequence of events (pg. 47 and 62 / T47 and T62). Chronology is one way to tell a story. (5) Write. Ask students to respond to the images of “The Columbian Exchange” - “good news, I do not know / question, bad news.” For each image, have students complete a chart. Then, have students complete the sentences. Students may write the sentences as a paragraph. (Rubric is below the chart). (6) Optional challenge assessment page 22 – 23 *Additional information - http://www.learnnc.org/lp/editions/nchist-twoworlds/1866
The farms have tobacco and ___________. Last, people fight. They ___________. No more slavery! Celebrate! Evaluation: Speaking / Listening Criteria Below
Basic - 1 Basic -
2 Proficient -
3 Student accurately pronounces vocabulary related to the topic
Student accurately selects and/or responds with vocabulary related to the topic
Student demonstrates a command of the grammatical structures.
Student accurately completes the task.
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Level 2: Create a healthy eating chart
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Students should categorize types of food (grain, dairy, vegetable, fruit, protein) and create a “Healthy Eating” Chart. In small groups or as a class, tally how many types of food students ate the previous day. Analyze the results. Students may also create charts / graphs at Create a Graph (http://nces.ed.gov/nceskids/createagraph/)
http://www.healthyeating.org/Portals/0/Documents/Healthy%20Eating/Food_Diary.pdf
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The “Columbian Exchange” (1) Before 1492: West / East (2) 1492: Europe, Americas. Ships cross the ocean.
(3) 1492 – 1502: People meet. (4) 1500s: People share food and animals.
East West
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(5) 1500s –1600s: Europeans take gold. Natve Americans are slaves.
(6) 1500s – 1700s: Many people are sick.
(7) 1500s-1600s: People die. (8) 1500s – 1800s: Africans are slaves.
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(9) 1600s – 1800s: Tobacco grows on farms. (10) 1600s – 1800s: Sugar grows on farms.
1700s – 1800s: Slaves fight and run. Celebrate! No slavery – 1800s
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The “Columbian Exchange” Good News I do not know ? Bad News
#1 – West, East
#2 – Ships cross the ocean.
#6 – People are sick.
#3 – People meet.
The “Columbian Exchange” is ___________________ (good news, bad news). The good news is ______________________________________________________________________________________. The bad news is _______________________________________________________________________________________. The good news is ______________________________________________________________________________________. The bad news is _______________________________________________________________________________________. Is the “Columbian Exchange” good news? (No, Yes) ________________________, the “Columbian Exchange” is good news. Is the “Columbian Exchange” bad news? (No, Yes) __________________________, the “Columbian Exchange is bad news. Evaluation Reading / Writing: Criteria Below
Basic - 1 Basic -
2 Proficient –
3 Student accurately includes vocabulary related to the topic Student accurately categorizes information related to the topic Student demonstrates a command of the grammatical structures. Student accurately completes the task.
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#1: West (Western Hemisphere to Eastern Hemisphere) #2: East (Eastern Hemisphere to Western Hemisphere)
Grains Dairy Fruit Vegetables Meats & Beans /
Protein Wheat Barley
Rye
cheese Watermelon Banana peaches
Carrots Beats lettuce
Pigs Cows
Chickens
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Optional Level 2 or 3: “The Columbian Exchange”
Jigsaws for ELLs
1. Either divide the class into five groups (one paragraph per group) or into groups of five (one paragraph per students in each group). 2. Review vocabulary. (Use the timeline/images and video clips to provide background information.)
Vocabulary: disease(s) (small pox, typhus, cholera, influenza, bubonic plague, chicken pox and measles), immunity, slaves, food supply, food (maize(corn), potatoes, beans, squashes, peanuts, avocadoes, tomatoes, chili peppers, cocoa, peaches, oranges, bananas, sugarcane, coffee, oats, wheat), animals (horses, cattle (cows), pigs, goats, sheep), transportation, natural environment (land, water), farms, pasture 3. Students should share the main ideas of their paragraph. Students may use the timeline/images to share the main ideas. 4. Using the “Levels of Questions” chart, students should write questions about their paragraphs and their peers’ paragraphs.
(A) In 1492, Christopher Columbus was given three ships to travel from Europe to Asia. Columbus did not know about the
Americas. By the 1500s, trade began between Europe and the Americas. Europeans brought food and diseases to the Americas. Also, Europeans made some people in the Americas slaves and killed many people.
(B) Europeans took plants and animals from the Americas to Europe. Europeans took maize (corn), potatoes, beans, squashes, peanuts, avocadoes, tomatoes, chili peppers, and cocoa. European traders also took the plants to Africa and Asia. The plants increased the food supply. This helped people live longer in Europe.
(C )European also took plants and animals to trade in the Americas. Peaches, oranges, bananas, sugarcane, coffee, oats and wheat became important crops. European also brought horses, cattle, pigs, goats and sheep. The new animals were used for transportation and to do work. Also, the new animals affected the natural environment or the land and water. A lot of trees were cut down for farms and pasture.
(D) Europeans also brought diseases to the Americas. The diseases were small pox, typhus, cholera, influenza, bubonic plague, chicken pox and measles. The people in the Americas had no immunity to the diseases. The people of the Americans may have given Europeans syphilis.
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(E) Europeans made many people of the Americas work as slaves. Many people of the Americas died from disease, slavery and wars. By 1600, about 90% of the people of the Americas died from diseases, war and slavery. Europeans then took people from Africa and made them slaves in the Americas.
Levels of Questions
1st level who-what-when-where
When did this happen? What happened? Where did it happen? Who was involved in the events?
2nd level why
Why did this happen? What influenced these events? How did it happen?
3rd level meaning
What might happen if…..? What outcome would you predict for…” Why is _________ more significant than _______? What evidence supports ____________? What might occur if ______________? If ______________, then ____________ because__________________
Sample questions
1. Who came to the Americas in 1492? 2. What did Europeans trade with people in the Americas? 3. When did Europeans take American food to Africa and Asia? 4. What diseases did Europeans bring to the Americas? 5. How did European animals in the Americas affect the land and water? 6. Why did most people of the Americas die by 1600?
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