ESL Implementaion Plan China

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.

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.

3. Read on internet to form background on Southern China (Read at least 3 websites): www.newyorktimes.com/2013/11/08/opinion ifyouthink... www.chinadialogue.net Blogs.plos.speaking of medicine/2011/04/04 www.china.org.cn/e-xibu/2J/3JI/yunnan/yuni https://books.google.com/books?idwater+issues+in+yunnan http://blogs.ei.columbia.edu/2011/05/05/howchina is dealing chinawaterrisk.orgwp-content/uploads/2011/06/chinas-water-crisis-part-2-pdf www.kemira.com.en/newroom/what’snew

3. Complete a blank map of China, illustrating rivers, canals, dams, mountain ranges, plateaus and gorges.

4. Complete blank topographical map of Tiger Leaping Gorge. 3+4 invites students to utilize knowledge learned.

Create a power point or prezi illustrating the water problem in China and possible solutions as each student sees it. Then share with class.

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

Essential Questions: Essential questions Big Ideas: These are what students will center around major issues, problems, discover as a result of instruction and learning concerns, interests, or themes relevant to the activities. They are the main ideas of the classroom. Essential questions should lead learning, the conclusions, or the students to discover the big ideas. They need generalizations. Big Ideas should be open- to go beyond who, what and where. They ended and apply to more than one area of need to lead to the how and why. study. 1. What is the importance of water to any 1. Various problems relating to water country? within a country. 2. What is the water situation in China, 2. Creative solutions to various water specifically South China? issues. 3. How has Chinese government managed the issue of water? 4. How does the lack or abundance of water affect the people of a country?

Learning Tasks: Teachers list the various Skills: These are what the students need to tasks students will engage in throughout the be able to do in relation to the tasks. These unit. (Content) – Should be separated by skills are translated statements from the Listening, Speaking, Reading, and Writing. standards and represent measurable verbs, Listening/Speaking: share results of each instructional targets, and descriptors. assignment. 1. Read to research topic and assigned readings Reading: to find definitions, to read articles 2. Create power point of prezi so relating to topic, and research EQ, comfortable with technology. Speaking in discussion: relate EQ with research. Writing: write definitions, complete blank maps, create power point or prezi

Key Terms / Vocabulary: Identify the key terms that will be necessary for success in the unit.

Flood, gorge, mountain, canal, river, karts mountains, plateau, topographic map, watershed

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.

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.

SWBAT search the internet for information, use the school textbook for Geosciences’ course, or any other sources available to all students.

Additional Notes: