Grade Level
Grade One

Class Demographics
20 native English speakers
6 native Spanish speakers
- 3 from Mexico
- 1 from Cuba
- 1 from Honduras
- 1 from Argentina

English Proficiency
- 4 students moved to the US at the end of May/beginning of June, and have picked up some English phrases from cartoons, television shows, radio, and by observing English speakers.  2 of these students have parents that have been working in the US, and have picked up on basic communicative skills and vocabulary.  These parents have been trying to expose them to English.  They practice the English that they know with their children in their homes as much as they can.  These 2 students are at the upper beginner level.  The other 2 do not hear English outside of school, and have no one at home that knows any English.  They speak Spanish in their homes.  These students are at the beginner level.

- 2 arrived in the US at the beginning of August and have not been exposed to English much at all.  Their parents do not speak English.  These students are ate the very basic beginner level.

Rational
Because I will be teaching in the NC Public School, I am using the required objectives from the NC Course of Study for Social Studies and Second Language to create a content-based curriculum for my First Grade class.  I will hopefully create a curriculum that will be good enough to use in my future classroom.

Social Studies Objectives
The learner will learn about different structures, member roles, and cultural differences of families.  Through studying about home and school life, the learner will understand the difference between wants and needs, as well as the importance of rules and organization.  They will develop group participation skills as well as individual responsibility.

Second Language Objectives
Because of his/her age and cognitive abilities, the learner will focus on listening and speaking skills.  In accordance with the NCCOS, the learner will also learn reading and writing skills, just as other first graders, but will not learn grammar rules due to the abstract and critical thinking skills needed to understand the grammatical concepts.  The learner will also learn about different cultures, aligning with both Social Studies and Second Language curriculums.  The main focus of the Second Language objectives is for the learner to be able to communicate with his/her peers, teachers, and other native English speakers in order to get his/her needs met.

Social Studies Objectives
1.2 Participate in democratic decision making in the classroom.
4.1 Explain why certain individuals have authority.
4.2 Predict the consequences of responsible and irresponsible actions.
4.3 Elaborate on the need to apply rules fairly in the home, school, and community.
8.5 Demonstrate responsibility from the environment in classroom, school, and community settings.

Second Language Objectives
2.03 Follow oral directions and commands.
6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the first grade class.

Social Studies Objectives
1.1 Participate constructively in school and classroom activities.
1.3 Demonstrate personal responsibility in school activities.
1.4 Cooperate with and help others in classroom situations.
9.5 Participate in activities that require division of labor.

Second Language Objectives
1.01 Interact using greetings, farewells, and expressions of courtesy.
1.03 Ask and answer questions orally.
1.04 Share likes and dislikes, feelings and emotions orally.
6.03 Develop learning strategies in the target language, which can be used in other disciplines.
 
 

Social Studies Objectives
2.1 Describe the roles of individuals in the family.
2.2 Distinguish similarities and differences among individuals and families.
2.3 Compare one’s own family life with that of a child living in another culture.

Second Language Objectives
3.01 Name and describe orally people, places, and things using simple words and phrases.
3.02 Recite simple poetry and sing songs.
4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and or electronic materials and cultural artifacts.

Social Studies Objectives
3.1 Identify social environments in homes and schools.
3.2 Compare social environments in homes and schools.
3.3 Describe and demonstrate appropriate behaviors in various environments.

Second Language Objectives
4.01 Recognize and use learned everyday greetings, gestures, and behaviors of the target cultures.
7.03 Greet people of other cultures in the target language using culturally appropriate behaviors.

Social Studies Objectives
5.1 Identify and elaborate on community services.
5.2 Distinguish those community services provided by governments.
5.3 Cite examples of people depending on governments and governments depending on people.

Second Language Objectives
1.02 Use basic words and short memorized phrases during oral interaction.
2.2 Demonstrate understanding of statements about the immediate environment and needs.
2.04 Demonstrate understanding of spoken key words in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons)

Social Studies Objectives
6.1 Describe personal and family changes.
6.2 Recognize and describe changes in the classroom and school during the year.
6.3 Identify and describe changes outside the school environment.

Second Language Objectives
1.05 Exchange personal information with the teacher.
5.01 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures.
2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues.

Social Studies Objectives
7.1 Identify religious and secular symbols associated with famous people, holidays and special days.
7.2 Participate in classroom activities associated with special days and holidays in the community and other countries.
7.3 Cite reasons for observing special days and religious and secular holidays.

Second Language Objectives
4.02 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures.
4.03 Participate in activities related to major holidays, festivals, and special dates celebrated by children of the target culture.
4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures.
7.01 Perform and/or participate in a school or community celebration.
7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures.

Social Studies Objectives
8.1 Locate and describe familiar places in the home, classroom, and school.
8.2 Construct simple maps, models, and pictures represent home and school settings.
8.3 Identify the functions of places in homes and schools.
8.4 Analyze patterns of movement between home and school.

Second Language Objectives
3.03 Give oral commands
6.02 Recognize and apply learning strategies and processes from other disciplines.
7.04 Visit places in person, or via technology, which provide opportunities to use the target language and/or experience the target language.
2.01 Demonstrate understanding of everyday spoken words and phrases when accompanied by visual clues and/or props.

Social Studies Objectives
9.1 Participate in activities that demonstrate the concept of scarcity.
9.2 Distinguish between wants and needs.
9.3 Distinguish between goods and services.
9.4 Know that all families produce and consume goods and services.
9.6 Identify some uses of money by individuals and families.

Second Language Objectives
5.02 Identify similarities and differences of tangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own.
5.03 Identify similarities and differences of intangible products (e.g., songs rhymes, folktales) of the target cultures and his/her own.
7.02 Share knowledge of the target language and cultures with others.

Assessment
Pre-testing
Because I will be teaching in the NC Public Schools, I will be required to administer the Idea Proficiency Test (IDT) to my ESL students as soon as they register for school.  This test has different parts, oral, writing, and reading.  First graders are only required to take the oral test. The test is read to the student, and each question requires a different response.  The questions assess listening and speaking skills.  For example, the questions that have a circle around the number have pictures that go along with them.  Sometimes the student will be asked to point to the correct answer, other times he/she will be asked to give a verbal response.  Along with the test, there is an “answer sheet” that has a list of “correct responses.”  I have not seen a sample of these lists, but depending on the legitimacy of the lists, I may add acceptable answers to them.  There is also a rubric that the State uses to determine the proficiency level of the students.

Cumulative Assessment
 I plan to create a portfolio for each of my students, native English speakers and ESL students alike.  For my ESL students, I will have a binder with four dividers labeled with each of these topics: Speaking, Listening, Reading, and Writing.  Throughout the year, we will be doing activities that will help the students learn these skills.  Data from each category will be kept in the folders in order to see how much progress the student has made throughout the year.
 As part of the Speaking folder, once a month, I will record onto an audiocassette one-on-one conversations between the student and myself.  These conversations will be kept in a pouch in the portfolio.  I will record the date each conversation was made, and by the end of the year I will be able to hear the progress he/she has made with his/her speaking skills.
 As part of the Listening folder, once a month, I will include the questions, pictures, or other materials used to assess the student's listening comprehension.  I will also include the student's response to the questions, whether or not he/she pointed to the right picture, gave an appropriate gesture, etc.  This date will be kept in the portfolio.
 As part of the Reading folder, twice a month, I will include samples of dialogues, stories, poems, etc. that I have asked the student to read to me.  This will be more of a test of pronunciation than reading comprehension.  As the student reads aloud, I will circle miss pronounced words and sounds.  Afterwards, we will practice those words and/sounds.  The data gathered while he/she was reading will be kept in the portfolio.  In order to assess reading comprehension, I will give the student a story to read, and give him/her the option to tell me the main ideas, characters, etc. or draw pictures of these ideas.  His/her responses will also be kept in the portfolio.
 Finally, as part of the Writing folder, I will keep writing samples from homework assignments, in class assignments, and other examples of his/her writing.  I will either photocopy the sample or keep the actual paper, depending on the expected use of the work (photocopy if used for: bulletin board, classroom walls, in the hall, etc.)  Because the students are in first grade, they hopefully will have learned kindergarten, but will continue to practice how to write the alphabet.
 At the end of each nine weeks, I will look at his/her portfolio to determine the progress he/she has made since the last nine weeks.  When assessing speaking skills, I will compare his/her use of new words, phrases, and observed peer verbal interaction, to the previous sample in the portfolio.  If significant progress has been made, for example, an increased use of scripted phrases, non-scripted phrases, vocabulary, age-appropriate idioms, etc, then the student has made adequate progress.  When assessing listening skills, I will compare the responses in the portfolio assessments, responses to oral commands in class, meaningful gestures in response to oral communication, etc.  If the student has expanded his use of gestures, and responds correctly to oral commands and questions, then he/she has made adequate progress.  When assessing reading skills, I will compare the pronunciation mistakes from the previous portfolio assessment to the current one.  If the student recognizes when he/she makes a pronunciation mistake, makes new mistakes but corrected the old ones, or can sound out the words applying the appropriate sounds to the letters, then the student has made adequate progress.  Finally, when assessing writing skills, I will compare the student’s ability to write the alphabet, write complete small sentences, word spacing, and legibility of his/her writing samples to previous works.  If these areas have been improved, the student has made adequate progress.

Statement of Objectives
Social Studies- 8.1"Locate and describe familiar places in the home, classroom, and school." 8.3 "Identify the functions of places in homes and schools."
Second Language- 2.01 "Demonstrate understanding of everyday spoken words and phrases when accompanied by visual clues and/or props."

Teacher Input
Read Dr. Seuss's "Marvin K. Mooney, Will You Please Go Now!"  Discuss the places that he is told to go.  What makes these places different from where he is now? Give each group an item (pillow case, sauce pan, remote control, phone, etc.) and tell them to come up with all of the different places this item could be found.  Discuss results with the class.  Tell the students that the difference between each place is what you do in each place.  For example, the difference in the kitchen and the bedroom is that you can cook in the kitchen, but not in the bedroom.  Also, you can sleep in the bedroom, but not in the kitchen.

Guided Practice
Scavenger Hunt- Keep the same groups, and give each group a clue.  It will have a picture of something you can do in that place.  The groups have to figure out where the place is by its function.  At the next place there will be another clue that will lead to the next place.  Example places will be: office, cafeteria, playground, library, and our classroom.  This will help them experience the differences between places.

Independent Practice
Give each student the name or picture of two places.  Using building blocks/legos, each student will build something from each room that makes them different from each other.  For example, a kitchen and a play ground- build a refrigerator and a sliding board.

Closure
Ask the students to discuss within their groups the reason places are different, and to come up with one example of two places that are different in the school and why.  Ask each group to tell their reason, and give their example.

Statement of Objectives
Social Studies- 8.2 "Construct simple maps, models, and pictures represent home and school settings."
Second Language- 3.03 "Give oral commands."

Teacher Input
Read Dr. Seuss's "I Think I Saw It On Mulberry Street."  Talk about what all was on Mulberry Street.  Draw them on the board in order.  Teach students what a map is, why we use maps, and what makes up a good map.  Use the maps from the Focus and Review as examples.  A map is a drawing of how something looks.  We use maps so we can know what a place looks like without actually seeing it in real life.  A good map has details.  For example in the map of the school, the classroom shows desks, closets, dry erase boards, the reading center, etc.  A good map also shows these things in the right place.  For example, the chalkboard is in the front of the room, the desks are in groups of four.  Finally, a good map has a key that tells what each symbol means.  For example, if you didn't have room to draw 7 groups of four desks, you could draw one big desk in it's place and in the key say that the big desk stands for 4 desks.

Guided Practice
Give the students a couple sheets of drawing paper and crayons or markers.  Have the students draw a map of a place in the school.  If they want to, they can go to that place to look at it so they can get everything in the right place.  After they draw their map, each student will present his map to the other students at his/her group of desks.

Independent Practice
Homework:  Give students more drawing paper, and tell them to make a map of a room in their home.  It must have details, correct placing of things in the room, and have a key.

Closure
Ask students to talk with the other students at their desks about what a map is, why we use maps, and what makes up a good map.  Ask for volunteers to share answers with the class.

Statement of Objectives
Social Studies- 8.4 "Analyze patterns of movement between home and school."
Second Language- 6.02 "Recognize and apply learning strategies and processes from other disciplines."

Teacher Input
Read Dr. Seuss's "Green Eggs and Ham" and talk about the different places Sam I Am eats green eggs and ham.  Which of those places could take you from one place to another (car, plane, boat)?  Use the map of the school used in the Focus and Review of the previous lesson.  Talk about how to get from one place to the next.  For example, to get from the classroom to the cafeteria, walk out of the door, turn right, walk straight down the hall, turn left at the first hall, go straight down that hall, and the cafeteria will be right in front of you.  Ask the students how they get to school each morning: bus, parent's car, ride bicycle, walk, etc.  These are various means of transportation that move us from one place to another.  Look at a map of the world.  Show them the east coast of the USA and the west coast of Europe.  Ask the students how they could get from the USA to Europe?  In a boat?  In a plane?

Guided Practice
Borrow equipment from the PE teacher or bring from home (skates, skate board, scooter board, pogo stick, hoppy ball, bicycle, etc.)  Take student outside.  Discuss that there are many ways we can move from place to place.  Divide the students into groups and assign each group to a station with the one piece of equipment at each station.  Let them try them out on the sidewalk or in the grass near the playground.  Each person in the group should have a turn, and then rotate the groups to different stations.  Each time, have them move from their stations to different places around the school.  They will be experiencing some ways to move from place to place.

Independent Practice
Homework:  Draw a picture two different places.  Make a list of the different ways you could travel between the two places.  For example, draw your house and the school.  Then make a list like: car, bus, walk, bike, skate, etc.

Closure
Ask the students to help you make a list of the many ways to travel from one place to the next.  When would you travel using a plane?  car?  walk? boat? etc.?

Statement of Objectives
Animals
Social Studies- Review of Unit Eight
Second Language- 7.04 "Visit places in person, or via technology, which provide opportunities to use the target language and/or experience the target language."

Activity
Field Trip to the Asheboro Zoo (Teacher Input and Guided Practice)
Tell students to pay attention to the scenery on the way down to the zoo and at the zoo.

Independent Practice
Homework:  Make a map of the zoo.  Tell how we got there, how we moved from animal to animal, how we got back, and how you got home.

Closure
Ask if students can tell why the zoo is different from their home.  What did we see when we first got to the zoo?  What was the last thing that we saw before we left?  What was your favorite part about the zoo?  Why?