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Teaching & Learning: Curriculum - English Language Learners

 

Changes Units

PEOPLE AND PLACES CHANGE
(My Family and Community & Massachusetts and U.S. Then and Now)

Grades 1-5 English Language Learners
(Beginning English Proficiency) Draft, Spring 2007

Intended Grades: K 1 2 3 4 5
Intended ELPBO Proficiency Level: I II III

My Family and Community Introduction

Families change in ways that may have profound effects on their children, such as moving to a new country or a new school. Children experience their own growth and learn about others both known and unknown-- who change in a variety of ways. Families and communities change, again having a direct impact on children's lives. In the ELL class, these shared experiences can serve as motivators to learn academic content while using the new language in a variety of ways: to ask questions, to compare experiences, to identify commonalities and differences, to research reasons why changes occur, to write or talk to a grandparent.

In this component of the "Changes" theme, students will compare and contrast individual, family and community differences and similarities with those of their parents, grandparents, peers, and others. They will explore selected topics, based on interest and prior knowledge that tie to the unit theme, eg., individuals and biographies, communities in other countries, generations, families, and the impact of geography on people.

My Family and Community Essential Questions

  • How do people change? (me, my family, communities)
  • Where does my family come from?
  • How are people the same and different? (traditions/cultures/celebrations, geography, other)
  • How can we find out about the past?
  • How have Arlington and other places changed over time?
  • (List students' want-to-know questions to the list as appropriate.)

My Family and Community Culminating Unit Performance Assessment

The students will prepare a visual presentation (e.g., timelines, maps, family tree) of the data they gather through interviews, observations, letter-writing, and other forms of research. Oral language development focus will be on describing changes over time (sequencing and comparison), and providing possible reasons for these changes (cause/effect). The culminating performance will involve individuals or teams of students who orally describe their product/s to an audience as they reference their visual product/s.

  • Why have various groups of people (eg: such as explorers, colonists, immigrants) come to this country?
  • What challenges did people face when they settled in a new location?
  • How has our country changed over time by new populations of people (indigenous groups, settlers)?
  • How has geography influenced people's lives in early American History
  • Why have various groups of people (eg: such as explorers, colonists, immigrants) come to this country?
  • What challenges did people face when they settled in a new location?
  • How has our country changed over time by new populations of people (indigenous groups, settlers)?
  • How has geography influenced people's lives in early American History

Massachusetts and U.S. Then and Now Introduction

The theme of "Changes" runs through the entire level 1 (Beginning) English Language Development curriculum for grades 1-5. In this unit, specifically grades 3-5, children in the earliest levels of English proficiency will learn how historical shifts in population have affected the United States. They will study social studies themes of exploration, colonization, and immigration within this unit. Using inquiry-based approaches to content motivates children to use their new language by observing "real life" and working together to explore/research and ultimately answer their own questions. These shared experiences can serve as motivators to learn academic content while using the new language in a variety of ways: to ask questions, to compare experiences, to identify commonalities and differences, to research reasons why changes occur, to write or talk to a relative.

Massachusetts and U.S. Then and Now Essential Questions

  • Why have various groups of people (eg: such as explorers, colonists, immigrants) come to this country?
  • What challenges did people face when they settled in a new location?
  • How has our country changed over time by new populations of people (indigenous groups, settlers)?
  • How has geography influenced people's lives in early American History
  • (List students' want-to-know questions to the list as appropriate.)

Massachusetts and U.S. Then and Now Culminating Unit Performance Assessment

Working in teams, students will gather data on selected groups (i.e.: Colonists, indigenous groups, etc.), then compare their data with that of other groups, placing their group on a timeline and a map that represents similarities and differences of the historical period.

View Sample "People and Places Change" Curriculum.

View the "People and Places Change" Framework Connections.

Click thumbnail to view larger image.
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