Thematic Planning PDF Helena Curtain FLENJ Jan 2012.pptx

1/19/12
Thematic Teaching
2 Part Workshop Series
Responding to the Diverse Needs
of the Learner
FLENJ January 12, 2012
Helena Curtain hcurtain@uwm.edu
helenacurtainswiki.
wikispaces.com
Email
hcurtain@uwm.edu
helenacurtain@gmail.com
Previous Workshop
Oct. 14, 2011
21st Century Curriculum, Instruction & Assessment:
A Model Unit: LIVE HEALTHY
Maria Blanco, Martin J. Smith, Rosanne Zeppieri
Unit Summary
Live Healthy Unit
http://www.state.nj.us/education/
cccs/21cu/7/
In “Live Healthy,” students explore
American and Spanish views on
healthy living using a range of
culturally authentic learning materials,
such as websites, music, graphs, and
food labels. 1
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CPI # Cumulative Progress Indicator (CPI)
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer
the meaning of some highly contextualized, unfamiliar spoken or written words
contained in culturally authentic materials using electronic information sources
related to targeted themes.
7.1.NH.A.3 Recognize some common gestures and practices of the target culture. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written
messages on familiar topics. 7.1.NH.B.1 Use digital tools to exchange basic information by recombining
memorized words, phrases, and sentences on topics related to self and targeted
themes. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in
various social situations.
7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other
content areas.
7.1.NH.C.1 Recombine basic information at the word and sentence level related to self
and targeted themes to create a multimedia-rich presentation to be shared virtually
with a target language audience. 7.1.NH.C.3 Describe in writing people and things from the home and school
environment. 7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s),
and simulate common cultural practices. Related Cultural Content Statements
•  The amount of leisure time available and how
it is spent varies among cultures.
•  Wellness practices may vary across cultures.
•  Online newspapers, magazines, blogs, wikis,
podcasts, online videos and government sites
provide current information on perspectives of
the target culture on local, national, and global
problems/issues. Essential Question:
How can we use the concepts of
thematic planning to meet the
diverse needs of learners ?
Unit Essential Questions
What is healthy living?
Is healthy living a universal concept? Why or
why not?
How do diet and fitness relate to health?
Unit Enduring Understandings
Practices considered to be healthy vary by
culture. Good health and well-being are dependent on a
variety of factors.
Big Idea/Enduring Understanding:
Participants will understand that
thematic planning is an effective
tool for language development.
Why teach with
thematic units?
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“A curriculum full of things
of little intrinsic interest to
an educated adult is an
insult to children and will
likely undermine the
possibilities of their further
education”
Thematic Instruction
Makes instruction more
comprehensible
because
the theme creates
a meaningful context
for standards-based
learning
Kieran Egan
Thematic Instruction
Changes the instructional focus
from isolated pieces of
information to information
revolving around a meaningful
center.
Simple language /complex thinking
No soy un
abrigo.
Thematic Instruction
• Allows students to express
complex thinking even though
they may be using novice
level language
Thematic Instruction
Effective thematic instruction
uses a theme as "conceptual
glue" for learners and
strengthens bonds to
knowledge.
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Thematic Instruction
Thematic instruction can
increase student achievement
(Beane, 1997; Kovalik, 1994)
21st
Century
World Languages Skills Map
WWW.p21.org
21st Century Skills
INTERDISCIPLINARY THEMES
• Global Awareness
• Financial, Economic Business &
Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
Thematic Instruction
Cognitive research shows that
educational programs should
challenge students to link,
connect, and integrate ideas
and to learn in authentic
contexts…
(Bransford, Brown, & Cocking, 1999; diSessa, 2000;
Linn & Hsi, 2000)
Thematic Instruction
…the brain learns, and recalls
learning, through nonlinear
patterns that emphasize
coherence rather than
fragmentation.
(Hart, 1983)
Thematic planning
allows teachers to
take control of
instruction!
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Thematic planning puts the
teacher in the role of
instructional designer /curriculum
developer.
…not page-by-page use of
the textbook… which gives
away control to someone
else
How do we move from
standards to thematic
units?
Communication
Communities
Cultures
Comparisons
Communication
Interpersonal
Interpretive
Presentational
Connections
Cultures
Perspectives
Practices
Products
Connections
Making connections
Acquiring new
information
Comparisons
Language
Culture
Communities
Language within &
beyond the school
Lifelong learners
Foods
and
People
Lesson
Lesson
Lesson
Lessons!
Activities
Communication
Content
Connection)
Thematic
Center
Communication
Content
Connections)
Theme
Standards
Outcomes
Thematic
Center
Assessments
Culture(s)
Culture(s)
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Communication
Connections
Theme
Standards
Outcomes
Thematic
Center
Assessments
Where do we start?
Comparisons
Communities
Cultures
The Learner
The learner is a self-motivated,
self-directed problem-solver
who derives a sense of selfworth and confidence through
a variety of accomplishments.
The Learner
Not paying attention to
the needs of the learner
is like leaving for the
airport without the
passenger…
so that you’ll get there
on time.
What do
Learners
Need?
Madeline Hunter
6
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They Need Tasks That are:
Intrinsically Interesting
Cognitively Engaging
What do
Learners
Need?
Culturally Connected
Communicatively
Purposeful
They need
Context
Music, dance
Songs, chants,
Poetry
Rhymes
How Do We Create
Context
Games
Drama
Stories
Social
situations:
role plays
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Subject Content Instruction
Connecting to the Regular Curriculum
Cultural Connections
Thematic
Instruction!
What do
Learners
Need?
They need to be in
classes where the
focus is how the USE
language rather than
what they KNOW
about language
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What do
Learners
Need?
Using the native language to
teach a child another language
is like teaching kids to swim
without water.
Story Form
Access to the new language
through the language
(not through the native language)
What do
Learners
Need?
Focusing
the Unit:
The Story Form
Lens
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Beginning
Middle
End
Story Form
What do
Learners
Need?
Higher order
rather than
lower order
thinking
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Academic Skills & Processes
Science
Reading
Math
classify
compare
contrast
sort
sequence
compare
ideas
•  Evaluation
• Creating
collect
data
take notes
collect
data
collect
data
•  Synthesis
• Evaluating
interpret
data
organize
facts
analyze
interpret
data
•  Analysis
• Analyzing
communicate logically
results
arrange
information
graph,
construct
tables
make maps
•  Application
• Applying
predicting
predicting
•  Comprehension
• Understanding
predicting
•  Knowledge
• Remembering
predicting
Soc/Sci
Blooms Revised Taxonomy
Original Terms
New Terms
What do
Learners
Need?
Playfulness
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Men do not quit playing because they
grow old. They grow old because they
quit playing.
“Leave Nothing
Behind”
Kieran Egan
Planning
Thematic
Units
Thematic?
Week 7: En la clase / Classroom objects
¿Qué es esto?
Es un/una _____.
Classroom vocabulary
Ser for identification
¿Qué hay en la clase?
Hay un/una/unos/unas ______.
The verb hay
Indefinite articles un, una, unos,
unas
¿Qué usas para (school subject)? The verb usar
Uso la calculadora para la clase
de matemáticas.
¿Tienes un(a) _____?
Sí, lo/la tengo.
Intro to direct objects and direct
object pronouns,
singular forms only
¿De quién es?
Es de _______
Es de possessive construction
¿Dónde está _______?
Está --_______.
Intro to prepositions aquí, allí, en
Estar for location
Language
in use
Content
Thematic
Center
Culture
Thematic?
Week 5
Organizing Theme:
The Body: Health/Medical; Daily Routines
§ Self & Others: talking about basic illnesses and injuries, medical routines and
remedies, medical nouns, personnel, and places
§ Quantity expressions
§ Recycle appropriate parts of the body in medical contexts
§ Related adjectives/adverbs
Focused Instruction
§ Narrate orally and written about self & others (Vocabulary sets above)
§ Reflexive verbs with daily routine
§ Continue with regular preterite
§ Introduce irregular preterite with verbs fitting in context, e.g. sentirse, pedir, tener, estar,
dar, doler
§ Direct Objects & Direct Object Pronouns
§ Introduce Indirect Objects & IO Pronouns
§ Interrogatives: forming questions, answering questions, using the appropriate question
words
§ Comparatives as desired
§ Negative expressions (nunca, etc)
Other: ¿Qué te dice la maestra? -- Recap of classroom commands?
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From TOPIC
Continuum
Topic
Theme
to
What is the difference between a topic
and a theme?
TOPIC
• Tells students what
they are going to talk
about
THEME
• Encourages students
to explore the
significance of some
aspect of a topic …
Adapted from: Jane Harper, Mary K. Williams, Madeline G. Lively.
From Topic to Theme by Cherice Montgomery & Helena Curtain
What is the difference between a topic
and a theme?
TOPIC
• Loose collection of
ideas
THEME • Focused, organized
collection of ideas
Adapted from: Jane Harper, Mary K. Williams, Madeline G. Lively.
From Topic to Theme by Cherice Montgomery & Helena Curtain
Topic
Theme
Courtesy of Chuck Thorpe
Source: Cherice Montgomery
Adapted from: Cherice Montgomery
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Colors
Of
Food
Topic: Food
Theme:
Columbian Exchange
Cacao
Lettuce
Columbian
Exchange
Wheat
Peas
Peanuts
Tomatoes
Potatoes
Beets
Strawberries
Peppers
Broccoli
Onions
Bananas
Geography/Climate
Where Is It Grown?
Timeline of
Columbus’
Food
Pyramid:
1492,
Today
Voyages/
Routes
Common
Staples
Then and
Now
Beans
Corn
Beets
Pineapples
Okra
Carrots
Eggplant
Squash
Pumpkins
Sunflowers
Food
Groups
Foods
Of the
Old World
(Circa 1492)
Eastern Hemisphere
Bananas “Old
Beets
World”
Broccoli
Carrots
Eggplant
Lettuce
Okra
Onions
Peas
Radishes
Wheat
Yams
Foods
Of the
New World
(Circa 1492)
Western Hemisphere
Beans
“New
Cacao
World”
Corn
Gourds
Peanuts
Peppers
Pineapples
Potatoes
Pumpkins
Squash
Strawberries
Sunflowers
Tomatoes
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Columbian Exchange Web Site
(Archived)
http://www.mnh.si.edu/archives/
garden/
Smithsonian Institution
foodtimeline.org
United States:
The Revis family
of NorthCarolina
Food
expenditure for
one week:
$341.98
Favorite foods: spaghetti, potatoes,
sesame chicken
Foods Timeline
4000 B.C.
3600 B.C.
2000 B.C.
490 B.C.
200 B.C.
1395
1484
1544
1553
1762
1819
Oranges and watermelons
Popcorn
Marshmallows
Pasta and macaroni
Potatoes
Gingerbread and Lebkuchen
Hot dogs
Tomatoes in Europe
Potatoes in Europe
Sandwiches
Spaghetti
Topic: Food
Theme:...............
What we eat around
the world.
Mexico: The
Casales family of
Cuernavaca
Food
expenditure for
one week:
1,862.78 Mexican
Pesos or $189.09
Favorite foods: pizza, crab, pasta,
chicken
15
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Ecuador:
The Ayme
family of
Tingo
Food
expenditure
for one
week:
$31.55
Topic: Food
Theme:
Environmental Pollution
Family recipe: Potato soup with
cabbage
这是小龙。他住在水里。
饥饿的小龙
Hungry Dragon
This is the dragon and he lives in the water.
徐吉老师
Xu Lao Shi
2009年7月
有时候水会被污染。
Sometimes the water is polluted. 小龙喜欢吃米饭。米饭要用水做。
The dragon likes to eat rice cooked with water. 16
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星期一，小龙吃了一碗米饭。他说“我不喜欢，我觉得不舒
服!” 水被污染了。
星期二，小龙吃了两碗粥。他说“我不喜欢，我觉得不舒
服!”水被污染了。
On Monday. The dragon eats a bowl of rice and
says, “Umm, I don’t like it! I do not feel
comfortable!” The water is polluted.
On Tuesday. The dragon eats two bowls of
porridge and says, “Umm, I don’t like it! I do not
feel comfortable!” The water is polluted. Language in Use
(Communication)
Content
(Connections)
Thematic
Center
What are some
typical world
language topics?
Culture(s)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Personal Identification
House & Home
Family Life
Community & Neighborhood
Physical Environment/Weather ….
Meal taking
Health
Education
Occupations
Leisure
Shopping
Travel
Group Work
How might we
convert them to
themes?
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Planning Thematic
Units
Backward Planning
If you don’t know where you
are going…
Stage 1
Stage 2
you will probably
end up someplace else!
Planning
Backward
•  based on the work of
•  Grant Wiggins and Jay McTighe
and others…
Stage 3
Stages in the Backward Design Process
Identify
desired
results
Determine
acceptable
evidence
Plan learning
experiences
and instruction
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Stage 1:
Identify
desired
results
What is worthy and
requiring of
understanding?
Enduring Understanding
(BIG IDEA)
Essential Question
Enduring Understandng
BIG IDEA
What do I want my students
to understand about this topic?
What is most
important about
this topic?
What makes a BIG idea? What
is worthy of really understanding?
§  enduring
§  at the heart of the discipline
§  needing “uncoverage”
§  offers potential for
engaging students
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Essential Question
(Focus Question)
What students will examine and
learn in the unit
Drives instruction
Enduring Understanding & Essential Question
I have re-written a great deal of
my curriculum using UbD templates
and have refocused my thinking
from "what am I teaching?" to
"why is this important to know?" or
"what do I want them to remember
about this years from now?"
Rachel Hernandez Enduring Understanding & Essential Question
Big ideas in Social Studies are…
•  All people are similar. All people are
different.
•  Where we live affects how we live.
•  The world is a place that is organized and
understandable.
•  How we live today will affect how others
and we live in the future.
•  Our past helps us to understand how we live
today.
Group Work
Enduring Understandings
and
Essential Questions
for our typical language topics.
Topic “Family”
BIG Idea
Family members help and
support each other in many
different ways.
Essential Question:
How does family play a role in
helping me to survive?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Personal Identification
House & Home
Family Life
Community & Neighborhood
Physical Environment/Weather ….
Meal taking
Health
Education
Occupations
Leisure
Shopping
Travel
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Stage 2:
Stage 1
Stage 2
Determine
acceptable
evidence
What is evidence
of understanding?
Stage 3
Stage 3:
Stage 1
Stage 2
Plan learning
experiences
and instruction
Stage 3
Stage 3:
Plan learning
experiences
and
instruction.
What learning
experiences and
teaching promote
understanding,
interest, and
excellence?
Stage 3:
The work must
be purposeful
from the
student’s point
of view.
Plan learning
experiences
and
instruction.
Where are we
headed?
(Guiding
question, final
product or
performance)
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Stage 3:
Organizing the Unit
Plan
learning
experiences
and
instruction.
Hook the
student through
engaging and
provocative
entry points.
Thinking like a
Storyteller
The Logic of Narrative
The Story Structure as a
Curricular Design
Beginning
Middle
Story Form
End
Organizing the Unit
Stage 1
Stage 2
The Logic of Application
Curriculum as Task Analysis
Stage 3
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Thinking like a
Coach
Organizing the
Unit
Language in Use
(Communication)
Content
(Connections)
Thematic
Center
Culture(s)
A Framework for
Curriculum Development
(With provisions for integrating
language,content and culture.)
Teacher
Characteristics
Learner
Characteristics
Assessments
Grammatical
Structures
Activities Language
in Use
Developmental
Level
Learning Style
Thematic
Center
Vocabulary
Developmental
Level
Learning Style
Instructional
Materials
Experiential
Background
Learner
Characteristics
Subject
Content
Culture
Carol Ann Dahlberg
Concordia College, Moorhead, MN
Teacher
Characteristics
Classroom
Setting
Experiential
Background
23
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Lesson Plan Format
Lesson Plan Format: Greg Duncan
Stage 1: What will students know and be
able to do at the end of this lesson?
Stage 2: How will you know that students
can do that?
Stage 3: What instructional activities will
be used?
Opening activity
Materials Needed
Activity….
Activity….
Activity….
Closing activity
Process of
Curriculum
Development
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1. Identify sources of
outcomes:
•  Standards, Performance
Guidelines, local and state
curriculum frameworks;
1. Identify sources of
outcomes:
Lists of Language Functions
Culture products, practices,
perspectives
Interdisciplinary connections
1. Identify sources of
outcomes:
• Lists of language functions (language in use)
Group Work
Identify most used language
functions in Where do
Animals Live Unit?
Communicative Functions/
Language in Use
Socializing
Exchanging information
Getting things done
Expressing attitudes
Establishing/maintaining
communication
Where do Animals Live?
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Where do Animals Live?
Science Animal habitats Animal food How animals move Food chain? Endangered animals? Geography Locations of animal habitats Continents Countries Landforms Language Arts Stories /retelling stories
Poems Chants Rhymes Animal sayings
Gouin Series Skits Oral Presentation Games Writing LEA Stories Drama Fantasy Visit to Habitat Skits
Music Rhymes Raps Songs Physical Education Animal locomotion charades/pantomime
Where
do
Animals
Live?
Art Animals in art works Making animal masks Drawing picture from an animal’s perspective Mathematics Measuring animal sizes in metric system
Estimating Paper strips
Graphing favorite animals of class Comparing sizes Plotting animal populations on a graph Social Studies Animals as symbols Importance of animal to the culture Pets
Perspective Taking
Language Functions
Exchanging Information
• identifying
• asking for/giving
information
• describing
• narrating personal
experiences
• inquiring about or
expressing
knowledge
• inquiring about or
expressing opinions
• asking for/giving
permission
• stating necessity and need
• inquiring about or
expressing likes /dislikes/
preferences
1. Identify sources of
outcomes:
• Culture frameworks; symbols,
products, practices Perspectives
Practices
Culture products, practices,
perspectives
Products
1. Identify sources of outcomes:
Interdisciplinary connections
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1. Identify sources of
outcomes:
• Content guides for curriculum
areas
2. C hoose a thematic center/
Unit focus
• Book
• Poem
• Story
• Music
• Art
•  Curriculum concept 3. Develop an enduring understanding
and essential (focus) question for
the unit.
“BIG”Idea
Enduring Understanding:
Essential Question(s):
•  School/grade focus Enduring Understanding:“BIG”Idea ??
Essential Question(s):
??
Where do Animals Live?
4. Brainstorm / develop
a web of potential
Outcomes (do)
Content (know)
Activities (how)
for the unit
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Group Work
Where do Animals Live?
Identify possible
• language outcomes
• content outcomes
• culture outcomes
Where do
Animals live Unit
Physical
Education
Music/
Fine Arts
Types of Webs
Mathematics
Science
Theme
Social
Studies
Language
Arts
Culture
Language
Infused
throughout
Infused
throughout
Logical-Mathematical
Linguistic
2 + 2
Naturalist
Colors
Of
Food
ABC
Musical
Spatial
Intrapersonal
Interpersonal
Food
Groups
Timeline of
Columbus’
Voyages/
Routes
Geography/Climate
Where Is It Grown?
Food
Pyramid:
1492, Today
Common
Staples
Then and Now
Foods
Of the
Old World
(Circa 1492)
Foods
Of the
New World
(Circa 1492)
Bodily-Kinesthetic
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Communi2es nal
Interperso
ive
Presen
tation
al
Social Studies Technology Music/ Fine Arts Mathe-­‐ ma2cs Cultures 5 Cs Comparisons Live Healthy Unit
Communica2on Interpret
Connec2ons Phys. Ed. Science Family Consum. Ed. Language Arts 5. Make selections for the
unit from the web;
lay out on unit plan inventory.
Stage 1
Stage 2
Stage 3
Stage 1:
What should students know
and be able to do?
Stage 2:
How will students demonstrate
what they know and can do?
Know??
Do??
Stage 3:
What activities will prepare
students to show what they
know and can do?
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Beginning
Stage 1
Middle
Stage 2
Story Form
Stage 3
End
Sample
Unit Plan
Inventory
¿Qué es una
llama?
(With Visuals)
STAGE 1
Enduring Understanding (Big Idea)
The place we live in affects how we live.
Essential Question:
How does the llama affect Peruvian
culture and economics?
Targeted Standards: (local and/or national)
STAGE 1
Outcomes (Progress Indicators):
1. Students will be able to identify the
importance of the llama in Peruvian society
according to the use of wool, meat and
transportation.
2. Students will be able to compare the
llama to other camelids and other animals
according to physical characteristics and
habitat.
Alpaca
Vicuña
Condor
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STAGE 2
¿Qué es una
llama?
Stage 2
STAGE 2
Assessment Interpretive
Students will listen to (or read) short
descriptions of animals and answer
questions based on the reading.
Assessment Interpersonal
Students will describe a picture of an animal
and their partner will draw the animal being
described. Students will ask questions such
as;
“¿El animal tiene orejas grandes o pequeñas?”
“Las orejas son muy pequeñas.”
STAGE 2
Assessment Presentational
Students will write & illustrate a
short story about a llama describing
its life and and present it orally to
their peers.
STAGE 3
Language Functions
-Identify camelids, their physical
characteristics and habitats
-Describe a llama
-Inquire about a llama
Why do they spit?
What does their wool feel like?
Are they big or small?
How big are their teeth?
What color are they?
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Vocabulary STAGE 3
-Colors
-Body (orejas, patas..)
-texture (suave, áspero..)
-sizes (grande, alto..)
-geography (norte, costa,
montaña, Peru..)
-animals (llama, alpaca,
guanaco, vicuña, gatro, perro..)
Grammar
-tiene
-es
-vive en
-come
-escupe
-se usa para
-más…que
-le gusta
STAGE 3
Major Lesson Topics,
Performances
(Assessments)
-clothes chompa chalina abrigo
guantes
Major Lesson Topics,
STAGE 3
Major Lesson Topics,
…
Beginning
…
STAGE 3
Middle…
- Express animal likes/dislikes
- Identify four camelids
-TPRS (La llama que escupe)
- Gouin (Action) series about making wool
- Write animal diamante poem including
color, three adjectives, place and animal
-  Compare & contrast camelids with U.S.
domestic animals
-Cultural Fantasy
(Un viaje en las
montañas)
-Locate Perú on a
world map / globe
STAGE 3
Major Lesson Topics,
STAGE 3
…
Middle…
- Color and discuss the Peruvian flag and its
symbols
- Ask Twenty Questions about animal in bag
(Is it black?, Is it soft?…)
- Read llama books to the class
- Camelid Base Groups/Expert Groups jigsaw
Major Lesson Topics,
- End…..
Present
their llama
story to
the class
…
¿Qué
es una
llama?
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Other Possible Lesson Ideas
¡En
español!
Possible Lesson Ideas
Why are they running away?
Possible Lesson Ideas
Traffic Jam!
Possible Lesson Ideas
This llama is thirsty!
Possible Lesson Ideas
Alpaca Cousins Movie Stars!
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Possible Lesson Ideas
At the restaurant!
Choose your
dinner!
Sample
Thematic
Unit
Unit by Jackie Dove,
Elmbrook School
District (WI)
Jackie Dove
Social
Studies
Elmbrook
(WI) Schools
The Great
Kapok
Tree L.
Cherry
Fine
Arts
Science
Language
Arts
Plant & animal
adaptations
Rain forest
Classifications of plants
products
& animals
Science
Biodiversity
4 levels of the rain forest
Weather
Math
Culture
Endangered plants
& animals
Physical
Ed.
Water cycle
Greenhouse
Comparison of rain forestEcology
& other climate regions
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Skit
Create class book
Read literature about
the rain forest
Language
Poetry
Arts
Oral
Presentations
Language
experience
stories
Rain forest
games
Write
postcards
Retelling
stories
Library
research
Green peace
Write own
stories
Create a brochure
Design 3-D
Insects & plants
Fantasy visit
To the Rain forest
Make buttons
Fine
Arts
Tissue paper
orchids
Drawing of
plants & animals
Rhythms
Murals
Rain forest sounds
on cassette
Raps
Metric
measure
Culture
Work of French artist
Henri Rousseau
French speaking regions
of the rain forest in
Africa and Indonesia
Outcomes: Stage 1
Stage 2
Stage 3
Identify and describe living things and
products of the rain forest Presentational Assessment:
Give a written and an oral presentation about a living thing in
the rain forest
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Language Functions Culture
Identifying
Asking for information
Giving information
Describing
Narrating personal experience
Expressing likesm, dislikes, preference
Expressing opinions
Metric measurement
French-speaking
regions of the rain
forest in Africa and
Indonesia
Subject Content
Fine Arts Animal masks
Rain forest
instruments
Rain forest
mural
Raps
Science Animal/plant
adaptations
Biodiversity
Classifications
Ecology
Endangered animals
Weather
Water cycle
Major Lesson Topics/Performances Beginning Locate rain forests on world map
Take fantasy trip to rain forest
Subject Content
Fine Arts Animal masks
Rain forest
instruments
Rain forest
mural
Raps
Science Animal/plant
adaptations
Biodiversity
Classifications
Ecology
Endangered animals
Weather
Water cycle
Major Lesson Topics/Performances Middle Classify plants/animals by climate, regions and species
Graph temperature, rainfall, etc.
Map areas of deforestation Create a rain forest “rap”
Make “save the rain forest” buttons
Gouin (Action) Series visiting a rain forest
making food/drink using rain forest products
Draw animals to actual size
Measure height of rain forest levels in the hallway
Research an animal or plant for presentation
Write a post card from the rain forest 36
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End Present rain
forest
research
orally and
in writing. Group Work
Group Work
Brainstorm a unit
web!!
Begin to fill in Unit
Plan Inventory!!
Thematic Planning
Thematic Teaching
2 Part Workshop Series
Big Idea/Enduring Understanding:
Participants will understand that
thematic planning is an effective tool
for language development.
Responding to the Diverse Needs
of the Learner
FLENJ January 12, 2012
Helena Curtain hcurtain@uwm.edu
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Thematic Planning
Essential Question:
How can we use the concepts of thematic
planning to meet the diverse needs of
learners ?
Teachers must
take control of
instruction!
Learners Need
Thematic Units!
Reminder!
Reminder!
Finally…
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How can I do all this????
ONE Tiny STEP AT
A TIME!
helenacurtainswiki.
wikispaces.com
Email hcurtain@uwm.edu
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Standards for
Foreign Language Learning
in the
21st Century
Communication
Communities
Comparisons
Cultures
Essential Questions Egan Questions
Enduring Understandings
Connections
Example for the Topic “Family”
What is most important about this topic
(for this unit or this lesson)?
Family members help and support each other
in many different ways.
Example for the Topic “Family”
Why should it matter to children?
All children are part of some kind
of family, and learning about other
families helps them understand
their own family situations.
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Example for the Topic “Family”
What is affectively engaging about it?
The emotions associated with family
relationships are among the deepest
and the most basic, especially for
children.
Your Thematic Unit
Let’s look at what
others are doing!
Your Thematic Unit
Bear Web: Loose Collection of Topics
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Topic: Numbers from 1-10
How can we change this to be more
thematic?
Numbers from 1-10
How can I buy something for $10.00 or less?
Enduring Understanding & Essential Question
The key seems to be to take our
eyes off the actual content and
consider its significance in real
life. Willard Heller
• My house of the future
• The enchanted castle
• The haunted house
• A house of hedgehogs
• The Hundertwasserhaus
Sample themes
for the topic:
House
Pastimes
Daily
Activities
Fire
House
Solar system
Water
Body/Health
Farm
Seasons
Flight
Oceans
School
Weather
Vacations
Family
Food
Winter....
Trip to...
Whales
Pastimes
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Why did you come to
this workshop?
Alignment of the
National Standards for Learning
Languages
with the
Common Core State Standards
If you had time to create
a thematic unit, what is
the 1st one you would
create?
(Reading, Writing, Speaking & Listening, Language)
http://www.actfl.org/i4a/pages/index.cfm?
pageID=5304
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