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Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks Stage 1 - Desired Results Unit Su ar!

In this unit, students will develop a sense of being bilingual and proud by finding commonalities between English and Spanish through cognates and through examples of bilingualism in their families and in their environment. "rans#er goal: Students will leave the class able to use their knowledge of bilingualism to develop their own identities as a bilingual speaker who can move through different cultures by speaking more than one language.

$ontent Standards and Learning E%&ectations


Listening and Speaking L'S.2.( Uses appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers. L'S.2.) Demonstrates verbal and nonverbal forms of greetings, farewells, and introductions using the appropriate courtesy expressions in simple sentences. L'S.2.5 Expresses feelings, needs, ideas, and experiences discusses learned concepts from content area or class readings using ac!uired language. Writing *.2.) "rites to express feelings, familiar topics, experiences, and describe a picture uses high fre!uency words to write simple sentences of three to four words in length applies correct word spacing.

Big +deas'Enduring Understandings:


#eing bilingual allows a person to move between different cultures and have more opportunities in life. English and Spanish both have roots in $atin and have cognates that can help comprehend new vocabulary. $anguage can bring out different aspects of our personality.

Essential ,uestions:
"hat does it mean to be bilingual% &ow are English and Spanish similar and different% &ow does knowing one language help the other% 'm I the same person when I speak in English or Spanish%

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Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks $ontent -Students will know./
English and Spanish are related to $atin and have a variety of cognates that can be used as a strategy for language ac!uisition ,alse cognates, which are words that are similar in spelling, but have different meanings $anguage is tied to identity and therefore, bilingualism means not only to be competent in two languages but also to exist and have identities and feelings attached to both languages #eing bilingual can assist in travel, meeting new people, deepening one-s own knowledge of their first language, and can offer career opportunities .oncepts related to family ,orms of greetings, expressions, and feeling words

Skills -Students will 0e a0le to./


Use appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self, family, and environment, and to interact with peers. Demonstrate verbal and nonverbal forms of greetings, farewells, and introductions using the appropriate courtesy expressions in simple sentences. Express feelings, needs, ideas, and experiences. Discuss learned concepts from content area or class readings using ac!uired language. "rite to express feelings, familiar topics, experiences, and describe a picture uses high fre!uency words to write simple sentences of three to four words in length applies correct word spacing.

Content Vocabulary #ilingual, monolingual /roud, pride ,rustrated, angry, depressed Immigrant, move Identity, self /ersevere, keep trying, determined .ognate, false cognate .ode0switching 1ocabulary 2eaning Similar, different /air 2atch Sight words Sentences 3reetings 4hello, good morning, good afternoon, good evening, hi5 ,arewells 4goodbye, bye, take care, see you later5 Introductions 4&i my name is 66666, what is yours% &ow are you% I-m 66666 thank you. &ow about you%7 (une )*+) )

Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks Stage 2 - 1ssess ent E2idence

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Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks Per#or ance "asks
Spanish Me/English Me 'fter having read aloud a variety of texts that deal with language learning and bilingual characters, have the students create a book on their life in Spanish and in English &ave students brainstorm in a 90.hart what activities he:she does in Spanish and in English 4if English is only spoken in school, where does he:she see English or hear English 491, music, movies5 9o show a model, create your own ;Spanish 2e:English 2e7 book to have students see how you exist in Spanish and English worlds. &ave illustrations for the various sentences 4example< Spanish me talks to my abuelita, laughs with my tias and primos, gets conse=os from my mami. English me loves to listen to music, dance to #eyonce, and laugh at cartoons. Spanish me dances to salsa, sings along to .alle +8, and reads .ondorito. English me shares in class, writes stories, and learns new words. I love the Spanish and English 2e.5 Use attachment ).+ /erformance 9ask > Descriptive "riting ?ubric to assess writing process, word choice and sentence fluency. 4@nly grade on topics that have been taught, e.g. if students have not learned irregular past tense, do not grade5 Bilingual Poem /art of being bilingual is ;code switching7 or going between two languages when there is a word that fits the feeling better. ?ead aloud the poem, ;2y 9ongue is $ike a 2ap7 4see attachment< ).+ /erformance 9ask > #ilingual /oem and Auestions5 and have students discuss why some words are in English and some in Spanish. Do some words have more of a connection or history to one language% 'lso have students compare how the speaker feels about being bilingual. Does (une )*+) D

3ther E2idence
Sight *ords'Dolch *ords 4onitoring 9hroughout the year teach a set of five to seven Dolch "ords a week to improve students- fluency. Use attachment ).+ @ther Evidence > Dolch .hecklist to monitor the student-s progress in ac!uiring Dolch "ords. 3ral 1ssess ent o# *ord *all 5oca0ular! and +ndi2idual 5oca0ular! 4see attachment< ?esource + > @ral 'ssessment for 1ocabulary 'c!uisition5. #ased on words you select for the whole class and on the individual words students want to know in English for their individual word list, have a conference for each student to check if the student understands the vocabulary words when listening and speaking 4say it by itself, with a sentence starter, or independently5. Social Language 30ser2ation< During morning message, story time and instructions, use attachment, ?esource B > Social $anguage ?ubric to note growth of student-s ability to follow instructions, and participate during read alouds. $o &aring sel# to a 0ilingual character ,rom the read alouds of characters who are bilingual or are in the process of becoming bilingual, have students describe the character traits of the character 4see attachment< ).+ $earning 'ctivity > .haracter 2ap5 and then, have them compare themselves with the character using graphic organiCer 4see attachment< ).+ @ther Evidence > .haracter .omparison5 in order to find traits that the students have in common with the character during the language learning process. 6ournal *riting #ecause this unit is focused on developing the studentsidentity as a bilingual learner, have students reflect in a notebook on a daily or weekly basis throughout the unit. Some topics or prompts you can ask students to

Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks Stage ( - Learning Plan

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Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks Learning 1cti2ities
Routines or the year 9he theme of this year is ;bilingual and proud,7 to encourage students to think of themselves as bilingual by using their knowledge of Spanish to learn English. 9his is done by helping students find similarities between the two languages 4cognates, alphabet, prefix or suffixes, etc.5 and to make them feel successful that they can use their prior knowledge of Spanish to ac!uire English. Select a color marker for English and a color marker for Spanish. 9his way students are used to the pattern of a word 4e. g. English words could be written in black and words in Spanish could be written in blue5. 9his color0coding strategy will help with all of your activities throughout the unit and year 4e.g. word walls, cognate word wall, posters, model writing, etc.5 &ave a word wall throughout the year for the vocabulary selected from read alouds and from class activities and unit themes. In this unit, you will also have a cognate wall. It can be used throughout the year as well because it will build up the students- sense of success in English. In addition, students will be learning sight words, so it is also helpful to have these be a part of the word wall. ,or examples of how to select words for the word wall, look at the website< http<::www.readingrockets.org:article:+D8D8: and the attachment, ?esource )> Using "ord "alls to Improve Instruction. Every class begins with a ;morning message7 to start the class. 4E.g. 9oday is 666666, we will 66666.5 to let the students know what they are doing and it is also when you can teach days of the week, have students fill in the blanks of words, identify sight words, cognates, etc. 4see attachment< ?esource E> 2orning 2essage ?easons and ?esearch5. Bilingual and Proud 'sk the students what they think when you ask, ;"hat does it mean to be bilingual and proud%7 9his !uestion will be at the center of the unit because the students- own notions of self will hopefully change as the unit goes on. &ave the class define what does it mean to be a bilingual 4Is it being perfect in two languages or that you can communicate in two languages%5 'sk why it is helpful to be bilingual and whether or not it is a good thing to be bilingual and proud. &ave family members who are bilingual or learning a new language come in and share their stories. &ave students prepare a set of !uestions for their guests about the experience and their feelings, how they learned it, why they learned it. 'fter each guest shares their story, students can write thank you cards about what they learned from the guest-s talk and draw a picture of what influenced them. 9hey can also keep a notebook =ournal where they can write their own reflections about their own experiences and what they learn from the guests. &ave students find examples of bilingual text in magaCines, newspapers, advertisements, 91, internet, radio stations, music 4e.g. some singers like Shakira, ?icky 2artin, .alle +8 or /itbull use English and Spanish in its lyrics and they can write the examples down5. &ave a bilingual wall where students can post their examples. &ave students share stories about how they feel when they speak English. Do they feel frustrated because they can-t communicate everything they think and feel% Do they feel excited to learn a new language% &ave them draw pictures of how they feel when learning English or:and also complete a 1enn Diagram of themselves speaking Spanish and (une )*+) F

Unit 2.1: Bilingual and Proud English as a Second Language 5 weeks 1dditional Resources
/D, of cognates and changes in word endings 4e.g. information informacion, classify classificar5 to help students find patterns in cognates< http<::www.esdict.com:downloads:EnglishG)*SpanishG)*.ognates.pdf Dolch "ords #ingo 3ames< http<::www.mrsperkins.com:dolch0games.html 'rticles on the multiple benefits of being bilingual< http<::www.cal.org:earlylang:benefits:benefits6of6being6bilingual.html Different downloadable comic strips for teaching retelling, storytelling, vocabulary, and to use to brainstorm stories< http<::donnayoung.org:art:comics.htm 'n interesting article about dreaming and thinking as bilingual or multilingual< http<::www.psychologytoday.com:blog:life0bilingual:)*++*8:thinking0and0dreaming0in0two0 or0more0languages

Literature $onnections
I Hate English! by Ellen $evine Subway Sparrow by $eyla 9orres My Name is Jorge on Both Sides of the River by (ane 2edina ne !reen "pple by Eve #unting My Name Is #oon by &elen ?ecorvits Home at $ast by Susan 2iddleton Elya Everybody %oo&s Ri'e by Horah Dooley #ilingual #ooks< o Mis "buelos y #o by Samuel .araballo 4set in /uerto ?ico5 o "ntonio(s %ard by ?igoberto 3onCaleC o My )iary from Here to *here by 'mada Irma /ereC o +eatherless,)esplumado by (uan ,elipe &errera o Ben-amin and the .ord by Daniel '. @livas o /epita *al&s *wi'e , /epita habla dos ve'es by @felia Dumas $achtman o %arlos and the %arnival, %arlos y la feria by (an ?omero Stevens 3reeting #ooks o !ood Morning0 !ood Night, Buenos )ias0 Buenas No'hes by 2ichael 3re=niec o Buenos )ias0 %arlitos by 2elody 2oore &olmes 4you can also use this book for the weather vocabulary5 o !ood Night0 !ood 1night by Shelley 2oore 9homas 49his is a story about the bed time routine5 Scott ,oresman ?eading > .ollection +.E o 9ake 2e 9here #ook and /ractice #ook o ' ?eal 3ift by Diane &oyt03oldsmith page +* 4 ,inding .ommonalities5

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