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Translanguaging Unit Plan Outline: Electromagnetism for 6th Grade

I. Context of the Unit

• Grade Level: 6th Grade
• Language Program Model: Dual Language Immersion
• Collaborating Content Area: Science and Language Arts
• Classroom Context: Diverse classroom with a mix of Emergent Bilingual learners and native English speakers.

II. Topic and Rationale

• Topic: Electromagnetism
• Rationale: Electromagnetism is fundamental to understanding many everyday phenomena and is a key component of the physical sciences curriculum. It also aligns with the upcoming standardized assessments and addresses areas where students have shown previous difficulties.

III. Essential Questions

• How does electromagnetism influence our daily lives?
• What are the basic principles of electromagnetism and how are they discovered?
• Why is it important to understand electromagnetism?
• How do different cultures use and refer to electromagnetic phenomena?

IV. Content Standards and Objectives

• Standards: Next Generation Science Standards (NGSS)
• Objectives:
  • Understand and describe the principles of electromagnetism.
  • Explore the applications of electromagnetism in real-world scenarios.
  • Relate the concept of electromagnetism to technological uses in society.

V. Language Standards and Objectives

• Standards: WIDA English Language Development Standards
• Objectives:
  • Develop academic vocabulary and language structures related to electromagnetism.
  • Enhance listening and reading comprehension skills through scientific texts.
  • Improve speaking and writing clarity in descriptive and explanatory tasks.

VI. Translanguaging Objectives

• Encourage the use of home languages to explain scientific concepts.
• Develop presentations that incorporate vocabulary and explanations in both English and students' home languages.
• Foster group discussions and projects that utilize translanguaging to deepen understanding of electromagnetism.

VII. Background Knowledge

• Linguistic Abilities: Varied proficiency in English and home languages.
• Funds of Knowledge: Students come from diverse educational and sociocultural backgrounds.
• Assessment of Background Knowledge: Pre-assessment quizzes and KWL charts.
• Building Background Knowledge: Use of visual aids, bilingual glossaries, and peer teaching strategies.

VIII. Materials

• Textbooks on physics with sections on electromagnetism.
• Multimodal resources including videos, simulations, and interactive websites.
• Technology tools like tablets or computers for research and presentations.

IX. Instructional Design

• Day 1: Introduction to Electromagnetism (Concepts and History)
• Day 2: Exploring Electromagnetic Phenomena (Experiments and Observations)
• Day 3: Applications of Electromagnetism (Group Projects and Research)
• Day 4: Presentation Preparation (Using Translanguaging Techniques)
• Day 5: Student Presentations and Reflections

X. Differentiation

• Emergent Bilinguals: Use of visual aids, simplified texts, and peer support.
• Advanced Learners: Encourage deeper research projects and the use of technical language.

XI. Assessments

• Formative Assessments: Daily exit tickets, peer reviews.
• Summative Assessments: Final group presentations, individual written reflections.

This outline provides a structured approach to teaching electromagnetism to 6th graders, integrating content and language objectives, and utilizing translanguaging strategies to enhance learning for Emergent Bilingual students.