Day 1: Students will brainstorm questions and ideas about the Rainforest in partners and as a whole class to set a purpose for reading. Students will then participate in either a guided reading or a read aloud of About the Rain Forest. ***Click Here to View a Detailed Lesson Plan of the Reading Activity*** Day 2: Students will build background knowledge and review the information from the previous days’ lesson by completing graphic organizer #1 about Rainforests. Students will view pictures of the teacher’s trip to the Amazon, be introduced to various rainforest resources and references within the classroom, and view the bulletin board. Day 3: Students will view Disney’s “Fern Gully” to build background knowledge about the rainforest while also strengthening their English listening skills. Day 4 and 5: Pairs of students will be assigned animals in which to briefly research and present. Students will complete the web quest at the following address: http://curry.edschool.virginia.edu/go/edis771/webquest2000/student/scollee nmuldoon/home.htm, to further their knowledge on their assigned animal. The presentation will consist of a mini-poster stating the animal, a picture, an interesting fact, and its function in the rainforest. Day 6: The students will begin to interact with The Great Kapok Tree. The teacher will begin reading the fictional text as a read aloud. Day 7: I. Lesson Plan – Rainforest Unit A. Day seven B. 7th grade C. ESOL classroom with students of varying English language proficiencies II. Objectives A. Student objectives i. Students will be able to locate the world’s rainforests on a map. ii. Students will be able to read and interpret a map. iii. Students will be able to demonstrate comprehension through the completion of a story map. iv. Students will be able to write a logical, alternative ending to a text. B. Maryland State Voluntary Curriculum i. Understand, acquire, and use new vocabulary (1.D.3.). ii. Use strategies to make meaning from text (1.E.3.). iii. Use strategies to demonstrate understanding of the text (1.E.4.). iv. Select, organize, and develop ideas appropriate to topic, audience, and purpose (4.A.1.b.). C. ESOL Standards i. Goal 1, Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment. ii. Goal 1, Standard 3: Students will use learning strategies to extend their communicative competence. iii. Goal 2, Standard 1: Students will use English to interact in the classroom. III. Materials A. Student journals B. Story Map #2 C. The Great Kapok Tree by Lynne Cherry (copies for the students, if possible) D. Rubric – The Great Kapok Tree ending E. Bilingual dictionaries F. Venn diagram IV. Initiation A. Journal Entry: Students will respond to the topic: “Reflect on the internet research activity and web quest that were completed yesterday. What did you learn? What went well? What would you recommend?” B. Story Map #2: Students will review the previous day’s reading by actively contributing and filling in the following sections: title and author, main characters, setting, and supporting characters, on their story maps as a class. V. Related Learning Activities A. Reading: Students will listen and participate as the teacher reads the second half of the book (up until the last page), asks comprehension questions, and initiates discussions. B. Writing: Students will organize their ideas of an alternate ending on the story map #2 and then will write their ending in paragraph form. C. Share: Students will share their endings with their peers as a read aloud. D. Reading: Students will listen and follow along as the teacher reads the final page of the text. VI. Conclusion A. Compare/Contrast: Students will use a Venn diagram to compare and contrast their ending with the actual ending. B. Wrap–up: Students will take part in a brief verbal discussion and a preview of the following day’s lesson. VII. Evaluation A. Students’ journals will be assessed according to effort, at the discretion of the teacher. B. Students’ creative writing will be assessed according to the rubric for creating a logical, alternative ending. VIII. Modifications A. Beginning LEP students will be encouraged to write the journal entries in their native language. B. Beginning LEP students may write the ending in their native language. Day 8 and 9: Students will participate in a shared reading of The Yanomami: Deep in the Amazon. After a brief discussion students will use the wireless computer station with internet access to research specific rainforest information and to investigate various websites. Students will organize the information using a graphic organizer. Day 10: I. Lesson Plan – Rainforest Unit a. Day ten b. 7th grade c. ESOL classroom with students of varying English language proficiencies II. Objectives a. Student objectives i. Students will be able to evaluate internet sites for accessibility. ii. Students will be able to research related topics on the internet. iii. Students will be able to utilize information from the internet to create an informative poster stating rainforest facts. iv. Students will be able to write a business letter in correct format b. Maryland Voluntary State Curriculum – Reading/English Language Arts i. Select, organize, and develop ideas appropriate to topic, audience, and purpose (4.A.1.b.). ii. Compose oral, written, and visual presentation that express personal ideas, inform, and persuade (4.A.2.). iii. Compose texts using the revising and editing strategies of effective writers and speakers (4.A.3.). iv. Apply standard English punctuation and capitalization in written language (5.C.2.). c. ESOL Standards i. Goal 1, Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment. ii. Goal 2, Standard 1: Students will use English to interact in the classroom. iii. Goal 2, Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form. iv. Goal 3, Standard 1: Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting. v. Goal 3, Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence. III. Materials a. Student journals b. Bilingual dictionaries c. Thesauruses d. Business letter template (1 for each student and 1 transparency) e. Business letter cloze activity (1 for each student and 1 transparency) f. Notes and graphic organizer from previous days’ classes IV. Initiation a. Journal entry: Students will respond to the topic: “My journey through the rainforest… What would you see? What would you hear? What would you do?” b. Cloze activity: Students will fill in the blanks to complete a letter written in business letter format that will act as a reference to them during the lesson. V. Related Learning Activities a. Business letter: Using the template and the cloze activity as a model, and bilingual dictionaries and thesauruses if necessary, students will refer to their notes to begin writing a business letter to the business of their choosing. b. Self-Edit: Using the rubric as a guide, and previous editing strategies, students will revise and self-edit the business letter focusing on capitalization and punctuation. VI. Conclusion a. Share: Students will read their letters to a partner for suggestions and ideas. b. Wrap–up: Students will take part in a brief verbal discussion and a preview of the following day’s lesson. VII. Evaluation a. Students’ journals will be assessed according to effort, at the discretion of the teacher. b. Students will be assessed according to the rubric for utilizing the writing process to compose a letter in the correct business letter format. VIII. Modifications a. Beginning LEP students may be paired with more advanced LEP students to complete the business letter. b. Beginning LEP students may write the letter in their native language to either be translated in the future, or mailed to a business of that nationality. Day11: After completing the editing process, students will use lap-top computers to word process their letters. Students will then correctly address an envelope to a business of their choice to be mailed. Day 12: As a culmination project, students will create a poster of rainforest facts and figures to raise awareness around the school.