Working on TULPs

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.

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

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

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.

TPTE 595 Accommodating CLD Students

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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

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

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Significance of Scaffolding

C.Brown UTK

“Deep scaffolding” (Brown, 2007) Why needed? Ways to increase “comprehensible

input”

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

C.Brown UTK

How would you introduce a topic???

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?

Forests http://www.globio.org/glossopedia/article.aspx?art_id=6

C.Brown UTK

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

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. …

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?”

Layers of clothing for winterhttp://www.youtube.com/watch?v=q--6wtCPHg8

C.Brown UTK

C. Brown UTK

Layers in food items (multilayered)

C. Brown UTK

Taken from http://www.zoomschool.com/subjects/rainforest/Strata.shtml

(1)

(2)

(3)

(4)

C. Brown UTK

Four layers of the rainforest

1. Emergent layer <see slide>

2. Canopy layer

3. Understory

4. Forest floor

C. Brown UTK

Canopy bed

A canopy is like a ____ of the bed

In a Jewish wedding, a wedding ____ is used.

C. Brown UTK

Emergent layer: Kapok Tree

Very tall trees

Looks like an umbrella

C. Brown UTK

Layers of the rainforest Umbrella

Roof

Underneath

Floor

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

If we can separate the rainforest

Emergent Canopy

Understory Forest

C. Brown UTK

C. Brown UTK

The rainforest

Gettin

g d

arke

r

C. Brown UTK

Ok, what did I do so far?1. …2. …3. …

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

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.

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What makes teaching so good that it makes

students learn more and get excited about learning?

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There are six sins

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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?”

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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

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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.

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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.

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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.

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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

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Sin Four: No written texts are visual Need to make written texts available for

students by posting a poster that contains content-related facts

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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

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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

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?