Section 0.5
Set unit goals and
action steps
Section 1
CNA tasks and chain
of communication
Section 4
Documentation
Final Prooduct:
The student will act
as a CNA following
the medical chart to
assist a client safely
and then document
what the student did.
Section 3
Medical Vocabulary High Blood Pressure
Section 2
Medical Vocabulary
- Diabetes
Unit Plan at a Glance:
Unit #/Name: _C.N.A._ ELL Level/CASAS: ESL Beg. Literacy – High Beg. ESL/<181 – 200 Unit Duration:
6 weeks
Unit Product Description: The student will act appropriately as a C.N.A. to two different clients (one with
diabetes and one with high blood pressure).
Timeline
Section Product
0.5
Set unit goals and
action steps
Materials
 Time card
 Calling in “cheat sheet”
 C.N.A. Learning Goals
 Learning Goals Signs
 My Unit Goals
Activity Product 1 Activity Product 2 Activity Product 3
Complete classroom
routines
Evaluate self on
learning goals
Choose unit goals
Activity Product 4 Activity Product 5 Activity Product 6
Practice test taking
skills
Section 0.5
(S 0.5 A1a) Introduce the Timecard (to keep track of attendance).
(S 0.5b A1b) Introduce the responsibility of calling in absent. Use the “cheat sheet”.
(S 0.5 A2a) (S 0.5 A2b) Each student evaluates self on learning goals using the “learning goals
signs”.
(S 0.5 A 3) Each student sets 3 goals for self
(S 0.5 A 4) Practice test taking skills.
Timeline Section Product
1
Sort C.N.A. tasks
from non-C.N.A.
tasks
Materials
Activity Product Activity Product Activity Product 3
1
2
Match C.N.A.
Identify job tasks of Fill in missing job titles
 Matching Cards (C.N.A. vocabulary)
description vocabulary C.N.A.
in chain of
 Duty Cards (health care)
to definitions
communication
 C.N.A. Chain of Communication
 Conversation Cards (C.N.A. responsibilities)
Activity Product Activity Product Activity Product 6
 http://www.youtube.com/watch?v=pg43mfFBqf4
4
5
 http://www.youtube.com/watch?v=ho_cY9qoAFw
Answer questions
about the job of
C.N.A.
Section 1
Activity 1
(S 1 A 1a) Talk about vocabulary.
Each student (or each group of students) has a set of cards.
“Hold up the card the teacher calls.” or “ Hold up the card that matches this description ___.”
Discuss in a story form
 C.N.A. and certified nurses’ assistant are the same
 C.N.A. talks with nurse about residents
 What a resident would do in the recreation room
 What a resident would do in a dining room
 A C.N.A. reads at the nurses’ station when coming to work
 A C.N.A. writes at the nurses’ station before leaving work.
 What a C.N.A. would do in the dining room . . .
Watch a “YouTube” video


http://www.youtube.com/watch?v=pg43mfFBqf4
http://www.youtube.com/watch?v=ho_cY9qoAFw
Dictation (use the cards to help with spelling)
 C.N.A. means certified nurses’ assistant.
 Is a C.N.A. a nurse?
(no)
 Are you a C.N.A.?
 The T.V. is in the recreation room.
 The C.N.A. reads and writes at the nurses’ station.
(S 1 A 1b) Complete the matching worksheet.
(Match C.N.A. description vocabulary to definitions)
Activity 2
(S 1 A 2a) Discuss the pictures throughout the story. Read the story as students repeat. Then the students read to
each other.
Circle (any) select words given.
(S 1 A 2b) Complete worksheet with missing words.
(S 1 A 2c) Each group of 5 students gets a set of “Duty cards” (cut out).
Discuss what C.N.A.s do.
Collect sets of cards. Using one set, hand out cards (one per student).
Each student has a card and a worksheet (S 1 A 2d) to write duties of health care providers.
Ask other students, “What is your number? What is Number ___?”
Each student has a “duty cards” worksheet - discuss
(S 1 A c) Cross out duties that are not for a C.N.A.(Identify job tasks of C.N.A.)
Activity 3
Make a web to demonstrate level of responsibility in known jobs (ie. teacher, factory worker, retail clerk, . . .)
(S 1 A 1a) Discuss job web for C.N.A. – use “matching cards”.
(S 1 A 3a)
Discuss chart
Write dictation sentences about the chain of communication chart.
(S 1 A 3b) Fill in missing job titles in chain of communication.
Activity 4
(S 1 A 4) Review nursing home locations and C.N.A. duties.
Match location or responsibility to C.N.A. vocabulary.
Answer questions about the job of C.N.A.
Section Product 1
(S 1 A 2c) Use “duty cards”. Sort C.N.A. tasks from non-C.N.A. tasks.
Timeline Section Product 2
Materials
 ESL Health Unit; Unit 3; Lesson 1; “Managing
Medical Vocabulary:
Illness: Diabetes”
Role play a C.N.A. and http://www.projectshine.org/resources/health-literacycurriculum
a person with
 Matching cards – body parts
hypoglycemia
 Role play dialogue
 Diabetes Educator
Activity Product 1 Activity Product 2 Activity Product 3
Label diagram of
internal body parts
(associated with
diabetes)
Charades using
diabetes vocabulary
Take risk factors test
Activity Product 4 Activity Product 5 Activity Product 6
Matching medical
Summarize information Dialogue role play :
terminology associated from Diabetes
Answering patient’s
 www.diabetes.org/diabetes-basics/symptoms/
with the disease:
Educator
questions concerning
 http://www.diabetes.org/living-with-diabetes/treatment-anddiabetes
diabetes
care/blood-glucose-control/hypoglycemia-low-blood.html
 http://www.diabetes.org/diabetes-basics/prevention/diabetesrisk-test/
Section 2: Diabetes
Activity 1
Watch Diabetes Basics:”What is Diabetes?”
http://www.diabetes.org/diabetes-basics/symptoms/
Vocabulary: Internal Body Parts and Medical Terminology
(S2A1): Internal Body Parts
Activity 2
(S2A2): Charades with vocabulary words
Activity 3
(S2A3) Take Diabetes Risk Test, printable version available in English and Spanish at:
http://www.diabetes.org/diabetes-basics/prevention/diabetes-risk-test/
Listen to Diabetes Basics: Symptoms
http://www.diabetes.org/diabetes-basics/symptoms/
Activity 4
(S2A4): Vocabulary Matching: Students cut apart and match words to pictures or definitions.
Activity 5
(S2A5): Symptoms of Diabetes
Speaker: Diabetes Educator
Watch Hypoglycemia
http://www.diabetes.org/living-with-diabetes/treatment-and-care/blood-glucose-control/hypoglycemia-lowblood.html
Review Hypoglycemia Chart, printable from:
http://www.diabetesed.net/page/_files/HyperHypo-handout.pdf
Activity 6
(S2A6): Do role play of person with hypoglycemia and C.N.A.
Timeline Section Product 3
Medical Vocabulary:
Role play a C.N.A. and
a person with high
blood pressure
Materials
Activity Product 1 Activity Product 2 Activity Product 3
 ESL Health Unit; Unit 3; Lesson 2; “High Blood Fill a graphic chart
about the disease:
Pressure”
http://www.projectshine.org/resources/health-literacyHigh Blood Pressure
curriculum
 blood pressure cuff
Label diagram of
internal body parts
(associated with
hypertension)
Match vocabulary for
High Blood Pressure
Activity Product 4 Activity Product 5 Activity Product 6
Do risk factors
checklist
Mark sodium content of Explain response to a
several snack foods on resident with hyper
sodium content chart
tension
Section 3: High blood Pressure
Activity 1
Read and discuss (S3 Definition and supplement)
Watch power point “High Blood Pressure” and discuss.
(S3A1): Watch the power point a second time pausing it to complete the graphic organizer (for untreated
conditions)
Demonstrate the use of a high blood pressure cuff and discuss normal blood pressure.
Activity 2
Vocabulary: Internal Body Parts and Medical Terminology
Project these pictures onto white board to discuss more easily.
(S3A2): Complete Body Parts Matching
Activity 3
(S3A3): Complete Vocabulary Matching
Level 1 student matches the word to the picture
Level 2 student matches the word and definition to the picture
Activity 4
(S3A4): Take Risk Factors Quiz
High Blood Pressure Reading using the bp cuff
Activity 5
Steps to Prevent High blood Pressure: Cut down on Salt and Sodium
(S3A5b): Fill in food vocabulary worksheet
Hand out food packages and help students read the amount of sodium in one serving. (Students are in groups of 47 members)
(S3A5c) Complete Sodium Chart using the packages in your group
Activity 6
(S3A6): Role Play: Choosing a low sodium snack
Timeline Section Product 4
Documentation:
Complete an incident
report and a daily log
Materials
 Vocabulary pictures
 Patient Care Plans
 Blank/Completed Incident Report forms
 Incident report app. (3)
 Blank/completed Daily Log
 Daily activities pictures
Activity Product 1 Activity Product 2 Activity Product 3
Read a patient care plan Fill out an incident
report form
Section 4
Activity 1
(S 4 A 1a): Vocabulary for “assisted vs. independent”
(S 4 A 1b – d): Read the resident care forms. Discuss and pantomime:
Ex.: independent walking vs. assisted walking
Independent getting up vs. assisted getting out of a chair
Ask students questions:
Ex.: What’s Oliver’s last name?
What’s his birthday?
Does Oliver need assistance walking?
Compare each resident care form to the chart.
(S 4 A 1e): Make checks on the chart.
Role play each care form (C.N.A. and resident) (NEED: glucose monitor, med bottle…)
Activity 2
(S 4 A 2a): Vocabulary for “Incident TYPE”
(S 4 A 2b): Discuss a completed Incident Report form.
Write daily log for a
resident
Use “Applications”
(S 4 A 2c): oral instructions: (listen) “Put the first name in C. Put the location in A… [optional script included]
(S 4 A 2d): written instructions : (read) [optional script included]
(S 4 A 2e - f): Fill out an Incident report form according to a scenario.
Activity 3
(S 4 A 3d - e): Read the daily log.
(S 4 A 3a - b): Match pictures of daily activities to phrases.
(S 4 A 3c): Do MATCH worksheet.
(S 4 A 3a - b) (S 4 A 3d - f): Use the (2 or 3) cards to write a daily log.
Final Product (FP)
Materials
The student will act as a C.N.A., follow  Medical charts(Resident A
a medical chart, assist a client safely, and – diabetes, Resident B –
document what was done.
high blood pressure)
 Incident Report for
Resident A
 Daily Log for Resident B
Final Product Description
The student will act as a C.N.A. (in two role plays), following the medical chart, assisting
a client safely and then documenting what was done.
Role Play I: The C.N.A. observes a resident becoming dizzy and falling down. The
C.N.A. determines that this is a hypoglycemic reaction , responses to it, and documents an
incident report.
Role Play II: The C.N.A. observes a resident eating a salty snack. The C.N.A. will
remind the resident that it is not allowed on the resident’s diet, offers an alternative snack,
and document the incident in a daily log.