Finding the titanic tu
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This ESL lesson plan focuses on teaching 5th grade students about the Titanic using the story "Finding the Titanic" by Robert D. Ballard. The plan is organized into four sections: exploration, conceptualization, application, and resources. It lists objectives, standards, activities, materials, and assessments for each section. The exploration section involves introducing vocabulary and having students make predictions about the story. The conceptualization section consists of reading comprehension activities over four days. In the application section, students complete a test review and unit test. Finally, the resources section outlines areas of subject integration and instructional materials.
Finding the titanic tu
- 1. ESL Lesson Planning Thematic Unit Teacher: Sherley M. Cordero López Grade: 5th Theme/Topi Literature Subject Objectives Standards/ Attitudes & Exploration Materials Assessment Teaching Date of Comments c Selection Integration Expectations Values Activities Strategies Achievement □ Spanish L1: Recall L/S: The students Routine: Teacher’s Students CA Vocabulary Titanic “Finding will express Guide will fill out 1 Day words: OA 100’s the □ History L2: 5.3 how the activity Greetings a KWL anniversary Titanic” Skill/Concept helps them with Date Textbook Chart. TPR shipwreck by Robert □ Social the Attendance wreckage FNA D. Ballard Studies L3: Strategic comprehension Song Blackboard Titanic survivors from Thinking of the words Last lesson Crossword NA voyage Reading: □ Science meaning. review Chalk puzzle unsinkable BLA Tradition L4: Extended iceberg □ Arts Thinking Willingness to Exploration: Pictures hull R: riskusing English sted □ Phys Ed. L1: Students tocommunicate. The students KWL Chart bow will define the 5.2 will observe stern □ Music vocabulary Students will the word ship Crossword deck words. show that it will be Puzzle steward □ Math engagement of written on the Students will the activities by board. They Calendar □ Others: match participating will mention pictures with actively. words that Weather the W: come to their Chart vocabulary Discipline minds and the words. 5.1 teacher will Radio 5.2 write each Students will word on the CD identify the board. The vocabulary teacher will words in a ask if they crossword know any ship puzzle. that has been very popular. Students will When the state what students guess they know the topic of about the the unit, they topic and will what they participate in want to the vocabulary know. words activities. L2: Students Students will 1 will infer what read Robert vocabulary Ballard word biography in correspond Revised by: Dr. Báez
- 2. to each the textbook. picture. Vocabulary: Students will use the The students vocabulary will write the words in definitions of context. the vocabulary words. The L3: Students teacher will will make show pictures predictions to the about the students. story by Those pictures observing the are related to textbook’s the vocabulary pictures. words. The students have L4: Students to match each will create picture with three the words on sentences the board. using They will different complete a vocabulary crossword words. 2 Revised by: Dr. Báez
- 3. puzzle of the vocabulary. 3 Thematic Unit Teacher: Sherley M. Cordero López Grade: 5th Revised by: Dr. Báez
- 4. Theme/Topic Literature Subject Objectives Standards/ Attitudes & Conceptualization Materials Assessment Teaching Date of Comments Selection Integration Expectations Values Activities Strategies Achievement □ Spanish L1: Recall L/S: Understanding Routine: Chart KWL Chart CA 4 days Special Titanic “Finding thatreading is -Greetings Pictures Graphic accommodations OA 100’s the □ History L2: 5.1 a means -Date Radio Organizer offered: anniversary Titanic” Skill/Concept 5.5 ofincreasing -Attendance CD Summary TPR by Robert □ Social knowledge -Review on the Practice Timeline -Enlarged text FNA D. Ballard Studies L3: Strategic and acquiring vocabulary words and Book Match and -Magnifying from Thinking experience. summary of the pp.39 Multiple NA glasses Reading: □ Science chapters Worksheet choice -sitting BLA Tradition L4: R: The students -Song Blackboard exercises arrangement □ Arts Extended will share -Jokes Chalk -incline table Thinking 5.1 their prior -Reflection Laptop -extra time □ Phys Ed. 5.5 and acquired -extra L1: The knowledge Day1: The students will examples □ Music students will with their read silently chapter identify the peers. one. After reading the □ Math vocabulary first chapter, students words and Desire to will answer questions □ Others: its meanings share to check in order to W: andlearn with comprehension. The comprehend others. teacher will assign the story. 5.2 students to read aloud chapter two and three. L1: Students The teacher will make will identify corrections in grammar the main when necessary. idea and Students will answer supporting comprehension details. questions for chapters two and three. The L2: The students will complete students will a graphic organizer in summarize where they will state the story the main idea and “Finding the describe what the Titanic”. pictures in the story show. L3: The students will Day 2: The teacher will formulate read chapter four with their the oral cloze opinions on technique. The teacher the reading will assign students to selection. read chapters five and six. The students will 4 answer comprehension question and complete the organizational outline. Revised by: Dr. Báez
- 5. Day 3: The teacher will identify important dates of the story.The students will identify the events of the dates given by the teacher. Students will complete the timeline with the information provided. The students will complete the KWL Chart. Day 4: The students will work with a match and a multiple choice exercise. The students will write the exercise in their notebooks. The vocabulary words will be assessed in the match exercise. The multiple choice exercise is about comprehension questions. 5 Revised by: Dr. Báez
- 6. Thematic Unit Teacher: Sherley M. Cordero López Grade: 5th Theme/Topic Literature Subject Objectives Standards/ Attitudes & Application Materials Assessment Teaching Date of Comments Selection Integration Expectations Values Activities Strategies Achievement □ Spanish The students will L/S: Satisfaction and Routine: Oral Reading Unit Test CA 1 Day Special Titanic “Finding answer pride Date Test Scoring accommodations OA 100’s the □ History comprehension 5.3 inpreparingneat, Greetings Guide Oral offered: anniversary Titanic” questions in well- Weather Reading TPR by Robert □ Social complete developedwritten Review concepts Test Review Test -Enlarged text FNA D. Ballard Studies sentences. work. discussed in past -Magnifying from classes. Unit Test NA glasses Reading: □ Science The students will -sitting BLA Tradition complete a test Writing: arrangement □ Arts review. The student s -incline table R: will write the -extra time □ Phys Ed. The students will answers to the -extra complete a unit 5.1 comprehension examples □ Music test on “Finding questions in the Titanic”. complete □ Math sentences. □ Others: Grammar: The students will write their W: answers correctly 5.2 capitalized and punctuated. Oral: The students will take turns reading the story “Finding the Titanic” aloud. The students will read a short selection about the Titanic. Pronunciation: The students will be 6 evaluated in an oral reading test after practicing reading the Revised by: Dr. Báez
- 7. actual story of the unit. Research: Students will look for information on the Titanic in different sources like magazines, newspapers, local news and other. The students will share the information with their peers at the beginning of the lesson. 7 Revised by: Dr. Báez
- 8. Subject Science integration Arts The students will have the opportunity to draw. Math Subject: English Spanish Topic: Translation Titanic 100’s Anniversary “Finding the Titanic” Social Studies . Phys. Ed. History of the Titanic. Students will do exercises as a routine activity. Others 8 Revised by: Dr. Báez
- 9. ESL LESSON PLANNING RESOURCES Instructional Assessment Teaching Strategies, Affective Domain Materials, Techniques and Methods, Resources, and Strategies Approaches, and Technologies Techniques Attitudes & Values □ Textbook □ Checklists □ GTM □ Willingness to risk using English to communicate □ Charts □ Rubrics □ SM □ Understanding that reading is a means of increasing knowledge and acquiring experience □ Hand outs □ Projects □ DM □ Satisfaction and pride in preparing neat, well-developed written work □ Organizers □ Tests □ RA □ Willingness to appreciate suggestions and feedback from teachers and classmates □ Flash cards □ Quizzes □ ALM □ Desire to share and learn with others □ Visuals □ Speeches □ CCL □ Relates cultural diversity to self □ Technological devices □ Oral presentations □ CLL □ Using reading to relate to self and world □ Audio devices □ Reports □ SW □ Awareness of the joy that literature connects us to other cultures as well as our own □ Big Book □ Research □ Suggest. □ Dictionaries □ Discussions Universal Moral Values □ Coop. □ Respect for life □ Honesty □ Booklets □ Group work □ LEA □ Masks □ Writing tasks □ Dignity □ Objectivity □ MI □ Solidarity □ Justice □ Puppets □ Reading tasks □ E/S I □ Authentic materials □ Scavenger hunts □ Autonomy □ Genuine □ LA □ Excellency □ Inquiry □ Realia □ Organizers □ Research Based □ Love □ Argumentative □ Word banks □ Questions/responses □ Project Based □ Cooperation □ Organized □ Wheels □ Team work □ Games □ Logs □ Task Based □ Consciousness □ Fair, Equal □ Fishing box □ Comic strips □ Inquiry Based □ Will □ Empathy □ Treasure chest □ Brainstorm □ Computer Based □ Common Sense □ Respect □ Slides □ PP □ Subject Based □ Pride □ Tolerance □ Grids □ Portfolio □ Competency Based □ Self-Esteem □ Politeness □ PP □ Journal □ Brain Based □ Integrity □ Loyalty □ Internet □ Debates □ Problem Based □ Sense of Belonging □ Communicative □ Calendar □ Anecdotal records □ Content Based □ Self-Fulfillment □ Social Interaction □ Boards □ Reflections □ EIL □ Overcome □ Supportive, Helpful □ Files □ Reactions □Other: □ Responsibility □ Generous □ Markers/Chalk □ Drawings □ Courage □ Team Player □ Coloring materials □ Observations □ Creativity □ Other: □ Office supplies □ Cooperative Tasks □ Roulette □ Oral tasks □ Songs □ Listening tasks □ Other: □ Self-evaluation □ Peer evaluation □ Minute paper □ Miscue analysis □ Conversational tasks □ Conceptual maps □ Dialogues □ Monologues 9 □ Drama □ Songs □ Other: Revised by: Dr. Báez
- 10. METHODS & TEACHING STRATEGIES ACRONISMS NA Natural Approach TPR Total Physical Response CA Communicative Approach OA Oral Approach BLA Balance Literature Approach FNA Functional/Notional Approach SW Silent Way SM Suggestopedia Method CCL Cognitive Code Learning LA Language Approach BL Balance Literature GTM Grammar Translation Method RA Reading Approach EIL English Independent Learning CLL Community Language Learning ALM Audio-lingual Method DM Direct Method MI Multiple Intelligences E/SI English Situational Instruction 10 Revised by: Dr. Báez