Working on tul ps
-
Upload
mariliajacomini -
Category
Documents
-
view
165 -
download
3
Transcript of Working on tul ps
![Page 1: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/1.jpg)
Working on TULPs
![Page 2: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/2.jpg)
TULPs: Don’t let them scare you!
Brainstorm your overall theme and 3 sub-units, write your objectives, and plan as you go, day by day.
A TULP is a dynamic lesson plan that can change as you go.
Trade and share TULP ideas with other teachers.
Creating a TULP takes work, but the results are worth it.
![Page 3: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/3.jpg)
How much time do I spend on a TULP?
This depends on how in-depth you want to go.
Broad More narrowed down
Music
Classical Modern Futuristic
Music
Rock Hip-Hop Pop
![Page 4: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/4.jpg)
A TULP sub-unit can last from 2-3 weeks, a whole unit could take a semester
As you study content, the focus is placed on CALP (cognitive academic language)
Learning has a purpose and a meaning
![Page 5: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/5.jpg)
TULP Format1) Each sub-unit should have content objectives, language
objectives, and strategy objectives.
2) Lessons begin with priming, where you build background knowledge, see what students already know, introduce vocabulary and get them interested in the lesson
3) Navigating: reading activities and repetition of vocab is next. Writing should always follow reading if possible. Help students actively engage in the lesson, monitor comprehension, use reading strategies.
4) Amplifying: Analyze/take the lesson to a higher level. Write in journals, finish K-W-L, critical writing, have students work on real life problems.
![Page 6: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/6.jpg)
TPTE 595 Accommodating CLD Students
6
What Qs do you ask? Instruction + Assessment
Green light Q: Literal—factual information (surface)
Yellow light Q: Interpretive (deeper) Find what is implied Draw conclusions/make
generalizations/predict outcomes based on presented facts
Red light Q: Critical/higher-order thinking Evaluate what you read
![Page 7: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/7.jpg)
When designing activities for your TULPs
Make sure that the activities Stimulate cognitive growth Enhance content knowledge Incorporate academic language input as well as
output Accelerate language acquisition
Through reading for authentic writing
C. Brown UTK
![Page 8: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/8.jpg)
![Page 9: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/9.jpg)
9
Significance of Scaffolding
![Page 10: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/10.jpg)
C.Brown UTK
“Deep scaffolding” (Brown, 2007) Why needed? Ways to increase “comprehensible
input”
![Page 11: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/11.jpg)
SWBAT understand the ecological system of the rainforest and its impact on environment
Rainforest
What does it look like?
(Ecosystem & habitat)
What can you find in rainforest?
(Plants & animals)
How can we save rainforest?(Deforest & Soil erosion)
C.Brown UTK
![Page 12: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/12.jpg)
C.Brown UTK
How would you introduce a topic???
![Page 13: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/13.jpg)
C.Brown UTK
Concepts start with words
Write down “rainforest” on board What words do you hear? Do you see any
words you know? Rain? Forest? Lots of trees (next slide)
Can you guess what the weather is like? Lots of rain? “rainforest” Does rain help trees grow tall?
![Page 14: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/14.jpg)
Forests http://www.globio.org/glossopedia/article.aspx?art_id=6
C.Brown UTK
![Page 15: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/15.jpg)
C.Brown UTK
A Rainforest = a jungle
Who lives in a jungle?
http://www.jamglue.com/tracks/85126-Sound-Effects-Tarzan-Yell
Tarzan and Jane
![Page 16: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/16.jpg)
C.Brown UTK
What did I just do? 1. … 2. … 3. …What do you think would have happened
in terms of student learning?1. …2. …3. …
![Page 17: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/17.jpg)
C.Brown UTK
Then, introduce the main topic: layers of the rainforest
In rainforests, there are different layers. “What do I mean by “different layers?”
![Page 18: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/18.jpg)
Layers of clothing for winterhttp://www.youtube.com/watch?v=q--6wtCPHg8
C.Brown UTK
![Page 19: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/19.jpg)
C. Brown UTK
Layers in food items (multilayered)
![Page 20: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/20.jpg)
C. Brown UTK
Taken from http://www.zoomschool.com/subjects/rainforest/Strata.shtml
(1)
(2)
(3)
(4)
![Page 21: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/21.jpg)
C. Brown UTK
Four layers of the rainforest
1. Emergent layer <see slide>
2. Canopy layer
3. Understory
4. Forest floor
![Page 22: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/22.jpg)
C. Brown UTK
Canopy bed
A canopy is like a ____ of the bed
In a Jewish wedding, a wedding ____ is used.
![Page 23: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/23.jpg)
C. Brown UTK
Emergent layer: Kapok Tree
Very tall trees
Looks like an umbrella
![Page 24: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/24.jpg)
C. Brown UTK
Layers of the rainforest Umbrella
Roof
Underneath
Floor
![Page 25: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/25.jpg)
C. Brown UTK
Layers of the rainforest 1. EMERGENT LAYER The tallest trees are the
emergents, towering as much as 200 feet above the forest floor with trunks that measure up to 16 feet around.
2. CANOPY LAYER This is the primary layer of the forest and forms a roof over the two remaining layers.
3. UNDERSTORY LAYER Little sunshine reaches this area so the plants have to grow larger leaves to reach the sunlight.
• http://www.rainforesteducation.com/life/understory.htm
4. FOREST FLOOR It's very dark down here. Almost no plants grow in this area, as a result.
• http://www.rainforesteducation.com/life/forestfloor1.htm
![Page 26: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/26.jpg)
If we can separate the rainforest
Emergent Canopy
Understory Forest
C. Brown UTK
![Page 27: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/27.jpg)
C. Brown UTK
The rainforest
Gettin
g d
arke
r
![Page 28: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/28.jpg)
C. Brown UTK
Ok, what did I do so far?1. …2. …3. …
![Page 29: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/29.jpg)
C. Brown UTK
What about if you want to teach… A food chain? What kind of scaffolding should you do?
Vote for next week demonstration: Mummies vs. Pyramids
![Page 30: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/30.jpg)
Brainstorm Time!! What is a topic that interests you that
you can teach your students?
Think of a unit with 3 sub-units.
Think of the types of activities that you would do for each unit.
![Page 31: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/31.jpg)
31
What makes teaching so good that it makes
students learn more and get excited about learning?
![Page 32: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/32.jpg)
32
There are six sins
![Page 33: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/33.jpg)
33
Sin One: No priming The biggest mistake all teachers make
Lack of meaningful priming The way teachers start priming
“Do you know what eco-system is?” “Do you know how what is a healthy diet
is?” “Have you heard of space foods?”
![Page 34: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/34.jpg)
34
Priming is More than a mere introduction of the
lesson Needs to be dramatic enough to get
students’ attention Lays a foundation for core learning
Directly related to the core concepts Prepare students for upcoming concept
learning
![Page 35: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/35.jpg)
35
Sin Two: Insufficient language Input Not enough language input Not repeating core language
expressions and phrases Teachers are oblivious of the fact that
they are CBEIC teachers, not content area teachers.
![Page 36: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/36.jpg)
36
What kind of language input for a rainforest?
A rainforest is like a jungle. A rainforest is a very thick forest. That mean there are many many trees grow side by side. In the rainforest, it rains a lot. Because it rains a lot, it makes the forest very thick. Who lives in a jungle? Yes, Tarzan lives in a jungle. So we can say that Tarzan lives in a rainforest. Who is his girl friend? Jane is Tarzan’s girl friend. She lives in jungle as well. She lives in a rainforest.
![Page 37: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/37.jpg)
37
The teacher keeps recycling vocabulary and content-related facts! Do you think you need an umbrella when you
visit a rainforest? Yes, you would, because it rains a lot in a rainforest. But an umbrella might not be very convenient in a rainforest. Why would you think that? Using an umbrella would not be very convenient because a rainforest is a thick forest. A rainforest has many many trees that grow side by side. You may not be able to move easily with an umbrella in a thick forest. It would be very helpful if you have a rain slicker. A rain slicker is like a rain jacket, or rain coat, or a rain poncho.
![Page 38: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/38.jpg)
38
Sin Three: lack of supporting materials You need quality teaching visuals and/or
hands-on materials Do not overuse powerpoint Bring in real-life objects
Let student feel, smell, taste the real objects
![Page 39: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/39.jpg)
39
Sin Four: No written texts are visual Need to make written texts available for
students by posting a poster that contains content-related facts
![Page 40: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/40.jpg)
40
Sin Five: Not enough reading You need to both kinds of reading
Expository reading Anything reading (a few sentences to
paragraphs) related to content is considered expository reading
Narrative reading Find stories that somehow related to the
unit you are teaching i.e., read “The Little Prince” for “solar
system” TULP
![Page 41: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/41.jpg)
41
Sin Six: Providing confusing directions Provide clear, step-by-step instruction Use the sequential vocabulary like, first,
second, third… Talk slowly and enunciate clearly If the steps are complicated, prepare a
list on the paper and xerox for the students
![Page 42: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/42.jpg)
C. Brown UTK
An activity you want your students to do You want your student to form an inner
circle and an outer circle to interview one another. Students need to write down the information on the paper. When an interview with a person is completed, they need to rotate to an opposite direction to start interviewing all over again.
What would you tell your students to do?
![Page 43: Working on tul ps](https://reader037.fdocuments.in/reader037/viewer/2022102902/557ea4e8d8b42ab04c8b4eca/html5/thumbnails/43.jpg)