Thematic Planning TESOL Ukraine Session March 15 2012 PDF.pptx

3/21/12
Thematic Planning
Responding to the Diverse Needs
of the Learner
TESOL Ukraine March 15, 2012
helenacurtainswiki.
wikispaces.com
Email
hcurtain@uwm.edu or
helenacurtain@gmail.com
Helena Curtain Ph. D hcurtain@uwm.edu
Big Idea/Enduring Understanding:
Participants will understand that
thematic planning is an effective
tool for language development.
Why teach with
thematic units?
Essential Question:
How can we use the concepts of
thematic planning to meet the
diverse needs of learners ?
“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”
Kieran Egan
1
3/21/12
Thematic Instruction
Makes instruction more
comprehensible
because
the theme creates
a meaningful context
for standards-based
learning
Thematic Instruction
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.
• Allows students to express
complex thinking even though
they may be using novice
level language
Thematic Instruction
The theme is like
"conceptual glue”
Thematic Instruction
…the brain learns, and recalls
learning, through nonlinear
patterns that emphasize
coherence rather than
fragmentation.
(Hart, 1983)
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Thematic Instruction
Thematic instruction can
increase student achievement
(Beane, 1997; Kovalik, 1994)
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 planning
allows teachers to
take control of
instruction!
Communication
Content
(Connections)
Thematic
Center
Culture(s)
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
Planning
Thematic
Units
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Planning Thematic
Units
Language
in use
Content
Thematic
Center
From Topic to Theme
Culture
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
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Topics versus Themes
Chopsticks
versus
Topic
Theme
Chopin
Courtesy of Chuck Thorpe
Source: Cherice Montgomery
Adapted from: Cherice Montgomery
Topic: Food
Theme:
Columbian Exchange
Colors
Of
Food
Food
Groups
Geography/Climate
Where Is It Grown?
Timeline of
Columbus’
Food
Pyramid:
1492,
Today
Voyages/
Routes
Common
Staples
Then and
Now
Foods
Of the
Old World
(Circa 1492)
Foods
Of the
New World
(Circa 1492)
Beans
Corn
Beets
Pineapples
Okra
Carrots
Eggplant
Squash
Pumpkins
Sunflowers
Cacao
Lettuce
Columbian
Exchange
Wheat
Peas
Peanuts
Tomatoes
Potatoes
Beets
Strawberries
Peppers
Broccoli
Onions
Bananas
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Eastern Hemisphere
Bananas “Old
Beets
World”
Broccoli
Carrots
Eggplant
Lettuce
Okra
Onions
Peas
Radishes
Wheat
Yams
Western Hemisphere
Beans
“New
Cacao
World”
Corn
Gourds
Peanuts
Peppers
Pineapples
Potatoes
Pumpkins
Squash
Strawberries
Sunflowers
Tomatoes
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
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Ecuador:
The Ayme
family of
Tingo
Food
expenditure
for one
week:
Language in Use
(Communication)
Thematic
Center
$31.55
Family recipe: Potato soup with
cabbage
What are some
typical world
language topics?
Content
(Connections)
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
If you don’t know where you
are going…
Backward Planning
you will probably
end up someplace else!
Unit Plan Inventory
Stage 1:
What should students know
and be able to do?
Language/Level:
School:
Unit Title :
Author(s):
Scenario/Unit Overview:
Stage 1 What students should know and be able to do
Enduring Understanding(s) (Students will understand that… )
Stage 1
Essential Question(s):
Targeted Standards: (Local, State, National )
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 2
Stage 3 Preparing students to demonstrate what they know and can do
Language/Communication
Grammatical
Language
Structures/
Vocabulary
Functions
Literacy
Culture ( s )
Subject
Content
(Connections)
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Stage 3
Middle
End
Comparisons:
Communities:
Stage 2:
How will students demonstrate
what they know and can do?
Stage 3:
What activities will prepare
students to show what they
know and can do?
Unit Plan Inventory
Planning
Backward
•  based on the work of
•  Grant Wiggins and Jay McTighe
and others…
Language/Level:
School:
Unit Title :
Author(s):
Scenario/Unit Overview:
Stage 1 What students should know and be able to do
Enduring Understanding(s) (Students will understand that… )
Essential Question(s):
Targeted Standards: (Local, State, National )
Stage 1
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 3 Preparing students to demonstrate what they know and can do
Language/Communication
Grammatical
Structures/
Vocabulary
Literacy
Language
Functions
Culture ( s )
Subject
Content
(Connections)
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Middle
End
Comparisons:
Communities:
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Enduring Understandng
BIG IDEA
What do I want my students
to understand about this topic?
What is most
important about
this topic?
Topic “Family”
Enduring Understanding
Everyone is a member
of a family and family
members help and
support each other in
many different ways.
Topic “House & Home”
Enduring Understanding
Some big ideas in Social Studies…
All people are
•  All people are similar.
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.
Topic “Personal Identification”
Enduring Understanding
Each individual has unique
biographical, physical, and
psychological
characteristics.
Topic “Food & Meals”
Enduring Understanding
Enduring Understanding
There are various types of
lodging which contain the
items that are essential
for comfortable living.
People eat for nutrition and for
opportunities for social interaction.
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Essential Question
(Focus Question)
What’s the
What students will examine and
learn in the unit
Drives instruction
Idea?
Topic “Family”
Essential Question(s):
How does family play a role in
helping me to survive?
How are families different?
Topic “House & Home”
Topic “Personal Identification”
Essential Question(s):
How does culture influence the way
we describe ourselves?
How do members of
the target culture
view themselves in
comparison to
others?
Topic “Food & Meals”
Essential Question(s):
Essential Question(s):
How does our home
environment reflect our
culture?
How does culture
influence our home
environment?
What is the role of food in the
target culture?
How does the geography of the
country have an impact on the food?
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Source: Greece Central School District (NY) Office of World Languages
http://www.greece.k12.ny.us/district.cfm?subpage=874
Source: Greece Central School District (NY) Office of World Languages
http://www.greece.k12.ny.us/district.cfm?subpage=874
http://www.greece.k12.ny.us/
district.cfm?subpage=874
Source: Greece Central School District (NY) Office of World Languages
http://www.greece.k12.ny.us/district.cfm?subpage=874
Unit Plan Inventory
Language/Level:
School:
Unit Title :
Author(s):
Targeted Standards
Scenario/Unit Overview:
Stage 1 What students should know and be able to do
(Ministry of Education)
Enduring Understanding(s) (Students will understand that… )
Essential Question(s):
Targeted Standards: (Local, State, National )
Local, State, National
Stage 1
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 3 Preparing students to demonstrate what they know and can do
Language/Communication
Grammatical
Structures/
Vocabulary
Literacy
Language
Functions
Culture ( s )
Subject
Content
(Connections)
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Middle
End
Comparisons:
Communities:
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Unit Plan Inventory
Language/Level:
School:
Unit Title :
Author(s):
Outcomes/Objectives
Progress Indicators
Scenario/Unit Overview:
Stage 1 What students should know and be able to do
Enduring Understanding(s) (Students will understand that… )
Essential Question(s):
Targeted Standards: (Local, State, National )
Stage 1
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 3 Preparing students to demonstrate what they know and can do
Language/Communication
Grammatical
Language
Structures/
Vocabulary
Functions
Literacy
Culture ( s )
Subject
Content
(Connections)
Students will be able to: ……..
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Middle
End
Comparisons:
Communities:
Focus is on
USING language
rather than
KNOWING about
language
Skills What we want students
to be able to do:
Knowledge
What we want students to know:
Vocabulary,
Grammar
Cultural Products and Practices…
Where do Animals Live?
• Use language for communication
Language Functions
• Use Academic skills & processes
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Group Work
Identify possible
• language outcomes
• content outcomes
• culture outcomes
Subject
Content
Language in
Use
Culture
Where do
Animals live Unit
Unit Plan Inventory
Language/Level:
School:
Unit Title :
Author(s):
Scenario/Unit Overview:
Stage 1 What students should know and be able to do
Enduring Understanding(s) (Students will understand that… )
Essential Question(s):
Targeted Standards: (Local, State, National )
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 2
Stage 3 Preparing students to demonstrate what they know and can do
Language/Communication
Grammatical
Structures/
Vocabulary
Literacy
Language
Functions
Culture ( s )
Subject
Content
(Connections)
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Middle
End
Comparisons:
Communities:
Stage 2:
Determine
acceptable
evidence
Assessments!
What is evidence
of understanding?
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Interpretive
Unit Plan Inventory
Language/Level:
School:
Unit Title :
Author(s):
Scenario/Unit Overview:
Stage 1 What students should know and be able to do
Enduring Understanding(s) (Students will understand that… )
Essential Question(s):
Presentational
Targeted Standards: (Local, State, National )
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 3 Preparing students to demonstrate what they know and can do
Interpersonal
Language/Communication
Grammatical
Structures/
Vocabulary
Literacy
Language
Functions
Culture ( s )
Subject
Content
(Connections)
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Activities Stage 3
Middle
End
Comparisons:
Communities:
Know??
Beginning
Middle
Do??
Story Form
End
Stage 3:
Plan
learning
experiences
and
instruction.
Hook the
student through
engaging and
provocative
entry points.
Thinking like a
Storyteller
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Beginning
Thinking like a
Coach
Middle
Story Form
End
Organizing the Unit
The Logic of Application
Curriculum as Task Analysis
For Stage 1 you will need:
•  Standards, local and state
curriculum frameworks;
• Lists of Language Functions
• Culture products, practices,
perspectives
• Interdisciplinary connections
Putting the Pieces
Together
You will need to choose a
thematic center:
• Book
• Poem
• Story
• Music
• Art
•  Curriculum concept •  School/grade focus (content guides from other curriculum
areas)
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Brainstorm / develop
a web of potential
Types of Webs
Outcomes (do)
Content (know)
Activities (how)
for the unit
Logical-Mathematical
Physical
Education
Music/
Fine Arts
Linguistic
ABC
Mathematics
Science
Naturalist
2 + 2
Musical
Theme
Spatial
Social
Studies
Language
Arts
Intrapersonal
Interpersonal
Culture
Language
Infused
throughout
Infused
throughout
Bodily-Kinesthetic
Colors
Of
Food
Food
Groups
Timeline of
Columbus’
Voyages/
Routes
Communi2es Geography/Climate
Where Is It Grown?
Common
Staples
Then and Now
Foods
Of the
New World
(Circa 1492)
Social Studies Technology Music/ Fine Arts Mathe-­‐ ma2cs Cultures 5 Cs Comparisons Food
Pyramid:
1492, Today
Foods
Of the
Old World
(Circa 1492)
nal
Interperso
ive
Presen
tation
al
Communica2on Interpret
Connec2ons Phys. Ed. Science Family Consum. Ed. Language Arts 16
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Make selections for the unit
from the web;
lay out on unit plan inventory.
Communicative Functions/
Language in Use
Socializing
Exchanging information
Getting things done
Expressing attitudes
Establishing/maintaining
communication
Unit Plan Inventory
Where do Animals Live?
Language/Level:
School:
Unit Title :
Author(s):
Scenario/Unit Overview:
Stage 1 What students should know and be able to do
Enduring Understanding(s) (Students will understand that… )
Stage 1
Essential Question(s):
Targeted Standards: (Local, State, National )
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 2
Stage 3 Preparing students to demonstrate what they know and can do
Language/Communication
Grammatical
Structures/
Vocabulary
Literacy
Language
Functions
Culture ( s )
Subject
Content
(Connections)
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Stage 3
Middle
End
Comparisons:
Communities:
Insure that unit has
direction,
momentum,
closure
Write lesson plans,
including formative
(day-to-day
assessments.
(story form).
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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?
Teach the unit!.
Stage 3: What instructional activities will
be used?
Opening activity
Materials Needed
Activity….
Activity….
Activity….
Closing activity
Reflect,
Revise
and
Share!
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Sample
Unit Plan
Inventory
(With Visuals)
STAGE 1
¿Qué es una
llama?
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.
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)
Unit Plan Inventory
Scenario/Unit Overview:
¿Qué es una
llama?
Stage 1 What students should know and be able to do
Enduring Understanding(s) (Students will understand that… )
Essential Question(s):
Targeted Standards: (Local, State, National )
Outcomes/Objectives/Progress Indicators: (Students will be able to….)
Stage 2 How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task and Rubric
Stage 2
Interpretive Task and Rubric
Presentational Task and Rubric
Stage 3 Preparing students to demonstrate what they know and can do
Language/Communication
Grammatical
Structures/
Vocabulary
Literacy
Language
Functions
Culture ( s )
Subject
Content
(Connections)
Learning Activities ,
Performances
(Assessments)
Essential
Materials
Beginning
Alpaca
Vicuña
Language/Level:
School:
Unit Title :
Author(s):
Middle
Condor
End
Comparisons:
Communities:
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STAGE 2
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 Interpretive
Students will listen to (or read) short
descriptions of animals and answer
questions based on the reading.
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?
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
-clothes chompa chalina abrigo
guantes
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STAGE 3
Major Lesson Topics,
Performances
(Assessments)
STAGE 3
Major Lesson Topics,
…
Beginning
-Cultural Fantasy
(Un viaje en las
montañas)
-Locate Perú on a
world map / globe
Major Lesson Topics,
…
STAGE 3
Major Lesson Topics,
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
…
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
STAGE 3
Major Lesson Topics,
- End…..
Present
their llama
story to
the class
…
¿Qué
es una
llama?
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Other Possible Lesson Ideas
JUST FOR FUN!
Possible Lesson Ideas
Why are they running away?
¡En español!
Possible Lesson Ideas
Possible Lesson Ideas
This llama is thirsty!
Traffic Jam!
Possible Lesson Ideas
Possible Lesson Ideas
Alpaca Cousins Movie Stars!
At the restaurant!
Choose your
dinner!
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Possible Lesson Ideas
At the restaurant!
Choose your
dinner!
Sample Unit
Live Healthy Unit
Ready to Teach!! From
Foreign Language Educators
of New Jersey (FLENJ)
This unit is fully complete
with all lessons and materials.
It is EXCELLENT!!
New Jersey (FLENJ)
Live Healthy
Unit
http://www.state.nj.us/education/
cccs/21cu/7/
Thematic Teaching
Responding to the Diverse Needs
of the Learner
Helena Curtain Ph. D hcurtain@uwm.edu
Resources, Strategies, and Learning
Standards: World Languages Education in an
International City
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3/21/12
helenacurtainswiki.
wikispaces.com
Email
hcurtain@uwm.edu or
helenacurtain@gmail.com
Essential Question:
How can we use the concepts of
thematic planning to meet the
diverse needs of learners ?
Thematic units help
learners make
meaning from your
lessons!
Big Idea/Enduring Understanding:
Participants will understand that
thematic planning is an effective
tool for language development.
Reminder!
Thematic units
help teachers take
control of
instruction!
24
3/21/12
helenacurtainswiki.
wikispaces.com
Email hcurtain@uwm.edu
25