The Giving TreeTopic/ Aim:

Students will identify materials/products/foods that come from trees and how theyuse these items in their own daily lives.

Curriculum/ Academic Areas Involved:

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Science:

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Living environment: trees

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English/Language Arts:

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Reading comprehension

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Responding to literature

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Writing

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Speaking

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Social interaction

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ESL:

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Vocabulary

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Using English for listening, speaking, reading and writing

Standards:

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Content:New York State Learning Standards:

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English/ Language ArtsELA Standard 1

Language for Information and UnderstandingKey Idea 1

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources

Key Idea 2

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, presenting the information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

ELA Standard 2: Language for Literacy Response and ExpressionKey Idea 1

Listening and reading for literacy response involves comprehending; interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognize the social, historical and cultural features of the text.

ELA Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. Aslisteners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, theywill use oral and written language that follows the accepted conventions of the Englishlanguage to present, from a variety of perspectives, their opinions and judgments onexperiences, ideas, information and issues.

ELA Standard 4

Language for Social InteractionKey Idea 1

Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situation.

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The ArtsStandard 1: Creating, Performing, and participating in the ArtsKey Idea 1

Students will make works of art that explore different kinds of subject matter, topics,themes and metaphors. Students will understand and use sensory elements,organizational principles, and expressive images to communicate their own ideas inworks of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating an exhibiting visual art work.

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ScienceStandard 1 – Living Environment

Living things are both similar to and different fromeach other and nonliving things.

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ESLGoal 1, Standard 1:

To use English to communicate in social settings: Students will use English to participatein social interactions.

Goal 1, Standard 2:

To use English to communicate in social settings: Students will interact in, through, andwith spoken and written English for personal expression and enjoyment.

Goal 2, Standard 1:

To use English to achieve academically in all content areas: Students will use English tointeract in the classroom.

Goal 2, Standard 2:

To use English to achieve academically in all content areas: Students will use English toobtain, process, construct, and provide subject matter information in spoken and writtenform.

Goal 3, Standard 1:

To use English in socially and culturally appropriate ways: Students will use theappropriate language variety, register, and genre according to audience, purpose, andsetting.

Goal 3, Standard 2:

To use English in socially and culturally appropriate ways: Students will use nonverbalcommunication appropriate to audience, purpose, and setting.

Goal 3, Standard 3

:To use English in socially and culturally appropriate ways: Students will use appropriatelearning strategies to extend their sociolinguistic and sociocultural competence.

Objectives:Content:

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Students will participate in watching

The Giving Tree

by Shel Silverstein onthe computer.

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Students will complete a response to literature to the story

The Giving Tree

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Students will participate in brainstorming (creating class charts) materials/ products that come from tress based on prior knowledge, the two internetwebsites and

The Giving Tree

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Students will identify and cut out pictures from magazines of products/objects/foods that are made/come from trees.

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Students will label the objects/products/foods (that are produced by trees) thatthey pasted to their poster board.

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Students will share and discuss their posters with their classmates.

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Students will write a response to the question: what products do trees give us?

ESLListening:

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Students will listen to the story