Unit Plan Template – North Tonawanda City School District
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K-12 English as a Second Language
Unit Plan Template
UNIT: China and Water TIME FRAME: 2 weeks TEACHER: Pam Burrett
CURRICULUM LEVEL: Developing English Proficiency
STUDENT GROUP/GRADE LEVEL: grades 9-12, all levels of English development with scaffolding support from teacher.
|Unit Summary and Rationale: (Outlines the components of the unit and the reasoning for their inclusion): |
|1. Define listed terms: watershed, megacities, sludge, flood, gorge, karts mountains, plateau, topographical map. |
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|2. Show picture examples of these terms in China (I will show pictures from China trip to illustrate these terms used from list but teachers |
|can show pictures from internet). |
|1+2 form the foundation needed for the unit. |
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|3. Read on internet to form background on Southern China (Read at least 3 websites): |
|2013/11/08/opinion ifyouthink... |
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|Blogs.plos.speaking of medicine/2011/04/04 |
|china.e-xibu/2J/3JI/yunnan/yuni |
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| is dealing |
|wp-content/uploads/2011/06/chinas-water-crisis-part-2-pdf |
|.en/newroom/what’snew |
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|3. Complete a blank map of China, illustrating rivers, canals, dams, mountain ranges, plateaus and gorges. |
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|4. Complete blank topographical map of Tiger Leaping Gorge. |
|3+4 invites students to utilize knowledge learned. |
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|Create a power point or prezi illustrating the water problem in China and possible solutions as each student sees it. Then share with class. |
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|Unit Standards: Which standards (ELP and PA Core) will be addressed within the unit? |
|READING STANDARDS WRITING STANDARDS SPEAKING STANDARDS |
|CC.1.2.9-10.A CC.1.4.9-10.A C.C.1.5.9-10.A |
|CC.1.2.9-10.B C.C.1.4.9-10.C C.C.1.5.9-10.C |
|CC.1.2.9-10.C C.C.1.4.9-10.D C.C.1.5.9-10.D |
|CC.1.2.9-10.H C.C.1.4.9-10.G |
|CC.1.2.9-10.J C.C.1.4.9-10.I |
|CC.1.2.9-10.L |
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|Essential Questions: Essential questions center around major issues, |Big Ideas: These are what students will discover as a result of |
|problems, concerns, interests, or themes relevant to the classroom. |instruction and learning activities. They are the main ideas of the |
|Essential questions should lead students to discover the big ideas. |learning, the conclusions, or the generalizations. Big Ideas should |
|They need to go beyond who, what and where. They need to lead to the |be open-ended and apply to more than one area of study. |
|how and why. |Various problems relating to water within a country. |
|What is the importance of water to any country? |Creative solutions to various water issues. |
|What is the water situation in China, specifically South China? | |
|How has Chinese government managed the issue of water? | |
|How does the lack or abundance of water affect the people of a | |
|country? | |
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|Learning Tasks: Teachers list the various tasks students will engage |Skills: These are what the students need to be able to do in relation|
|in throughout the unit. (Content) – Should be separated by Listening, |to the tasks. These skills are translated statements from the |
|Speaking, Reading, and Writing. |standards and represent measurable verbs, instructional targets, and |
|Listening/Speaking: share results of each assignment. |descriptors. |
| |Read to research topic and assigned readings |
|Reading: to find definitions, to read articles relating to topic, and|Create power point of prezi so comfortable with technology. |
|research EQ, | |
|Speaking in discussion: relate EQ with research. | |
|Writing: write definitions, complete blank maps, create power point | |
|or prezi | |
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|Key Terms / Vocabulary: Identify the key terms that will be necessary for success in the unit. |
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|Flood, gorge, mountain, canal, river, karts mountains, plateau, topographic map, watershed |
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|Assessments: List types of assessments that will be used throughout the course of the unit. |
|Assessments should vary in size, scope, intensity, and purpose both within the unit and amongst units. |
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|Grading for completion of definitions. |
|Rubrics for reading, writing and presentations for assessing student performance. |
|Resources / Text Selections: What resources will be used? Include the standard ESL curriculum information as well as supplemental materials |
|and technology. |
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|SWBAT search the internet for information, use the school textbook for Geosciences’ course, or any other sources available to all students. |
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|Additional Notes: |
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