This paper proposes the implementation of a thematic unit that is rooted on two main components: (a) the use of closed-captioned/subtitled media for effective development of L2 acquisition skills, and (b) the selective use of thematic features that reflect the social behaviors known in the community. The thematic unit presented here has been designed in alignment with the public policy set forth by the DEPR (2013) regarding the curriculum content of the English Program as it pertains to all public elementary, middle, and high schools of Puerto Rico. The segment is also in compliance with the public policy of the DEPR (2015) concerning the planning of the teaching process. In addition, the design is in accordance with the PRCS (2014) of the English program. These PRCSs encompass the content standards that are currently in effect, as well as the College and Career Readiness (CCR) expectations, and grade-level indicators (formerly known as grade-level expectations) which support and compliment the new core standards.
In conformance with the above-mentioned bylaws, and the DEPR’s (2014) provisions for unit planning, the thematic unit that follows has been designed to cover a five-day time span, and will be preceded by a unit plan. This unit plan will serve as the foundational premise on which the segment has been assembled. The unit theme Bilingual and Proud, along with thematic features that reflect the social behaviors known in the community, will dictate the content focus and activities of the segment.
At the time of its inception, this thematic unit may call for the incorporation of visual multimedia resources such as Internet access, data projectors/screens, and computers. In order to produce the CC/subtitle effect that characterizes this segment, a series of CC/subtitled videos has been integrated. At the discretion of the teacher, other multimedia materials which contain the element of CC/subtitles, to some degree, may be included; these may include web-based activities and educational software. While some of the activities included in this segment include brainstorming, writing compositions, role-playing, and oral presentations, among others, teachers are encouraged to modify, interchange, or replace activities at will. Similarly, teachers can also use and produce other evaluation instruments at their sole discretion. For the purpose of this unit, exclusive rubrics will serve as the evaluation instrument of choice.
As seen in table 1, all of the minimum requirements of a unit plan, as stipulated by DEPR (2014), are illustrated. This unit plan serves as the understructure of the thematic unit that follows (table 2). This segment may be covered in a five-day time-frame, ideally. However, the actual time-span may vary according to variables such as teacher preferences, and other situational circumstances.
Table 1
Thematic Unit Plan
EXPECTED RESULTS Grade: 2nd Unit 2.1: Bilingual and Proud Date: August 2016 Period: 1 Week
Subject: English as a Second Language Teacher: Ms. Liz Pagan
Unit Summary: In this unit, students will read fictional and informational texts to develop a sense of being bilingual and proud by studying examples of bilingualism in their own families, in texts, and in their communities. They compare the Spanish and English languages to find commonalities between English and Spanish through cognates, other references, and by knowing how the two languages affect their lives and the lives of those around them.
Reform Strategy (PCEA): √ Reading Comprehension √ Cooperative Learning √ Technology Integration
Transversal Theme √ Cultural Identity
__ Civic and Ethic Education __ Education for peace
Environmental Education √ Technology and Education
__Education for work
Integration: __ Spanish
√ English
√ Social Studies Science
__Math
√ Language study Physical Education
__Health
√ Technology
Essential Questions: EQ1. What does it mean to be bilingual? EQ2. How are English and Spanish similar and different? EQ3. Why do words matter?
Enduring understanding: EU1. Being bilingual is more than speaking two languages; it allows the person to move between different cultures and have more opportunities in life. EU2. English and Spanish both have roots in Latin and have cognates that can help users comprehend new vocabulary. Knowing one language helps understand and learn the other. EU3. We choose our words carefully because they represent how we think and feel; they demonstrate our knowledge of growing vocabulary and, and they influence the lives of others around us.
Transfer Objectives: T1. The students will leave the classroom able to use their understanding of bilingualism and its importance in society to develop their own identities as bilingual speakers who can move through different cultures by speaking more than one language. He/she will make connections between his/her life and those around them, as well as with characters and people he/she reads about to better understand his/her life and its influences.
Acquisition Objectives: A1. Offer basic opinions and discuss topics in groups of varying size, using words and phrases acquired through conversations, reading, and being read to. A2. Retell conversations and fictional and informational texts. A3. Respond to stories, read-alouds, and presentations orally using a growing number of general academic and content-specific words. A4. Use information from personal experiences and a variety of sources (e.g., closed-captioned/subtitled media, grade-appropriate texts) to answer a question in writing.
Table 2
Thematic unit
PERIOD THEME TERMINAL
OBJECTIVE INSTRUCTIONAL OBJECTIVES ACTIVITIES RESOURCES EVALUATION
Day 1
Day 2
1. What it means to be bilingual and proud
2. Family routines and rituals
Upon the completion of this segment, students will capable of integrating their listening, speaking, reading, and writing skills through CC/subtitled materials to develop (a) a sense of pride for being bilingual through the reading of fiction and nonfiction texts, and studying examples of bilingualism in their own families, and (b) compare English to Spanish through cognates other references, and by knowing how the two languages affect their lives and the lives of those around them.
After completing this lesson on what it means to be bilingual and proud, the students will:
Conceptual
1.1 explain the idea of being bilingual and proud, reasonably.
Procedural
1.2 write the answer to the big question, using proper grammar.
Upon the completion of the lesson on family routines and rituals, the students will:
Conceptual
2.1 compare examples of peers’ family routines and rituals, accordingly.
Procedural
2.2 transcribe their own family routines and rituals on a poster collage using pictures and markers, fittingly.
Attitudinal
2.3 share their own family routines and rituals with one another, voluntarily.
1.1.1 Examination of the case of 7 year old, Yukine
1.2.1 Big question: What does it mean to be bilingual and proud?
2.1.1 Review video: Daily Activities for Children
2.2.1 Poster collage on family routines and rituals
2.3.1 Verbal exchange
1.1.1.1 Watch subtitled-video: 7 Year Old Polyglot
1.2.1.1 Students’ English notebooks
2.1.1.1 Subtitled-video: Daily Activities for Children
2.2.1.1 Poster Collage Worksheet
2.3.1.1 White board, projector
1.2.1.1.1 Big Question Rubric
2.2.1.1.1 Collage Rubric
2.3.1.1.1 Teacher observation
Table 2 (continued)
PERIOD THEME TERMINAL
OBJECTIVE INSTRUCTIONAL OBJECTIVES ACTIVITIES RESOURCES EVALUATION
Day 3
Day 4
3. Forms of address and the use of polite words.
4. Social behavior.
Upon the completion of this segment, students will capable of integrating their listening, speaking, reading, and writing skills through CC/subtitled materials to develop (a) a sense of pride for being bilingual through the reading of fiction and nonfiction texts, and studying examples of bilingualism in their own families, and (b) compare English to Spanish through cognates other references, and by knowing how the two languages affect their lives and the lives of those around them.
Once completed the lesson on titles and forms of address, and the use polite words, the students will:
Conceptual
3.1 recognize proper forms of address and polite words, respectively.
Procedural
3.2 perform forms of address and polite words among each other, appropriately.
Attitudinal
3.3 agree with the use of forms of address and polite words.
After concluding the lesson on social behavior, the students will:
Conceptual
4.1 conclude that violence and aggression are not acceptable forms of behavior.
Procedural
4.2 model the principle of getting along without aggression, through role play, satisfactorily.
Attitudinal
4.3 value the principle of respect for others.
3.1.1 Examine CC-videos Titles and Forms of Address, and Use Polite Words
3.2.1 Role play 1
3.3.1 Verbal exchange
4.1.1 Study the CC-video: Keep Your Hands to Yourself.
4.2.1 Role play 2
4.3.1 Verbal exchange
3.1.1.1 CC-video: Titles/Forms of Address
3.1.1.2 CC-video: Use Polite Words
3.2.1.1 Role play worksheet
3.3.1.1 White board, projector
4.1.1.1 CC-video: Keep Your Hands to Yourself.
4.2.1.1 Role play worksheet
4.3.1.1 White board, projector
3.2.1.1.1 Role Playing Rubric
3.3.1.1.1 Teacher observation
4.2.1.1.1 Role Playing Rubric
4.3.1.1.1 Teacher observation
Table 2 (continued)
PERIOD THEME TERMINAL
OBJECTIVE INSTRUCTIONAL OBJECTIVES ACTIVITIES RESOURCES EVALUATION
Day 5
5. Multicultural awareness.
Upon the completion of this segment, students will capable of integrating their listening, speaking, reading, and writing skills through CC/subtitled materials to develop (a) a sense of pride for being bilingual through the reading of fiction and nonfiction texts, and studying examples of bilingualism in their own families, and (b) compare English to Spanish through cognates other references, and by knowing how the two languages affect their lives and the lives of those around them.
Upon concluding the lesson on multicultural awareness, the students will:
Conceptual
5.1 explain why being different is beautiful.
Procedural
5.2 prepare an oral presentation on the cultural characteristics of a nation.
Attitudinal
5.3 embrace people who are different than them.
5.1.1 View the CC-video: Being Different is Beautiful
5..2.1 Cross-cultural oral presentations
5.3.1 Verbal exchange
5.1.1.1 CC-video: Being Different is Beautiful
5.2.1.1 Cross-cultural presentation worksheet
5.3.1.1 White board, projector
5.2.1.1.1 Oral presentation Rubric
5.3.1.1.1 Teacher observation
Conclusion
There are many theories, approaches, and strategies that can be used in the classroom to teach English as a second language. The thematic unit presented in this paper uses closed-captioned (CC) and subtitled media to effectively develop the listening, speaking, and writing skills of ESL second graders while focusing on vocabulary, simultaneously. Additionally, the unit also integrates thematic features of the social behaviors taught at this grade level. Forms of address, politeness, and respect for one another are themes covered in this unit while also raising multicultural awareness. Lastly, this thematic unit is in line with District public policy on curriculum content (DEPR 2013), planning (DEPR 2015), and core standards (DEPR 2014), respectively.
References
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