Topic/Purpose/Theme Statement
This
specific class is an ELL (English Language Learning) class in which English
language learners are taught new vocabulary, English grammar, and how to read;
write; and speak correctly in English.
When thinking about a topic for the class, I had to take into consideration the age of my students. My students range from late middle schoolers to high school seniors. I wanted to teach them something that would be both interesting for their age, but I also wanted something that would be relevant and useful in their everyday lives. I choose to develop a food, restaurant, and health unit because it is not restricted to a certain age group, and the information will be useful.
Every culture across the face of the earth knows and understands food, so I decided that it would be a topic that doesn’t pose a sort of threat to any of my students. With the topic of food naturally stems the “going to the restaurant” experience and the topics of health.
Not only will customary topics in an ELL class such as vocabulary and grammar be introduced, but certain life skills will be introduced as well. Students will question themselves and their world around them. Indeed, the big question prevalent in this unit is, “Do I take care of the world around me and myself?” They will wonder if we as humans take care of the earth and if we are responsible in the area of ethics in the treatment of other people. In addition, my students will question their lifestyle, wondering if they take care of themselves well. But, I want to see my students do more than just “thinking and questioning.” I would like them to react. I want my students to do something about it. Maybe they can organize a volunteer day by doing a community clean-up. Or, perhaps the students will recognize that their diet needs to change and more exercise needs to be incorporated into their daily schedules. I want the question, “Do I take care of the world around me and myself?” to really motivate them to do something to make a difference.
The final summative project should be of interest to the students as well. The students will create and give a final oral preparation of a favorite dish. After all the students give their presentations, the whole class can share and taste everyone’s dish. It will be a wonderful cross-cultural experience, and food usually is at the heart of a culture. What better way to experience a different culture than by investigating (or in this case tasting!) its core?
When thinking about a topic for the class, I had to take into consideration the age of my students. My students range from late middle schoolers to high school seniors. I wanted to teach them something that would be both interesting for their age, but I also wanted something that would be relevant and useful in their everyday lives. I choose to develop a food, restaurant, and health unit because it is not restricted to a certain age group, and the information will be useful.
Every culture across the face of the earth knows and understands food, so I decided that it would be a topic that doesn’t pose a sort of threat to any of my students. With the topic of food naturally stems the “going to the restaurant” experience and the topics of health.
Not only will customary topics in an ELL class such as vocabulary and grammar be introduced, but certain life skills will be introduced as well. Students will question themselves and their world around them. Indeed, the big question prevalent in this unit is, “Do I take care of the world around me and myself?” They will wonder if we as humans take care of the earth and if we are responsible in the area of ethics in the treatment of other people. In addition, my students will question their lifestyle, wondering if they take care of themselves well. But, I want to see my students do more than just “thinking and questioning.” I would like them to react. I want my students to do something about it. Maybe they can organize a volunteer day by doing a community clean-up. Or, perhaps the students will recognize that their diet needs to change and more exercise needs to be incorporated into their daily schedules. I want the question, “Do I take care of the world around me and myself?” to really motivate them to do something to make a difference.
The final summative project should be of interest to the students as well. The students will create and give a final oral preparation of a favorite dish. After all the students give their presentations, the whole class can share and taste everyone’s dish. It will be a wonderful cross-cultural experience, and food usually is at the heart of a culture. What better way to experience a different culture than by investigating (or in this case tasting!) its core?