Reading and Writing Thematic Unit

READING & WRITING THEMATIC UNIT
Reading and Writing Thematic Unit:

Colorado State University
Kathleen Hamel

Description of classroom setting:
The lesson plans for this thematic unit are for a classroom that consists of six
adult learners of English. All six students are employed by Colorado State University in
positions that range from working in the dining halls to cleaning the dorm rooms. They
are enrolled in a Workplace English program through INTO at CSU. The class meets
twice a week on Tuesday and Thursday from 3:15-4:15pm for a ten-week period during
the fall, with the option of reenrolling in the class during the spring. The program is
voluntary to these students; some even get paid from the university (their employer) to
attend these classes. The learners first languages span from Spanish to Uzbek, with 5 of
the students originally from Mexico and the other from Uzbekistan, allowing for two
different L2s in the classroom. The learners range in all four of their skills, listening,
speaking, reading and writing, but for the purpose of this thematic unit, the focus will be
on reading and writing. The highest-level student, according to the ACTFL (2012)
proficiency guidelines, would be intermediate-mid with the lowest considered to be
novice-mid, with most students falling into intermediate-low.
Course Description:
The purpose of this program is to focus on three areas to improve their English:
health and emergencies, workplace vocabulary and social day-to-day interactions,
allowing an ease of transition into thematic units. Based upon these needs this thematic
unit will focus on workplace vocabulary for 5 one-hour class sessions and will be the
third out of three thematic units for the class. This unit will primarily focus on food (in
the home, restaurant and at work) along with cleaning (the vocabulary associated with
that) and safety aspects of both. Even if one student doesnt work in one of the categories,
these topics still apply directly to the needs of the students since these situations that can
occur in day-to-day life.
In addition, with the requirements we need to fulfill as directed by the program,
we also receive input from students. We give a needs assessment on the very first day of
class, to see what the students struggle with and what theyd like to learn, we do this by a
free response from the students; its important that they are able to express their needs in
whatever detail they deem necessary. Then at the end of week five, we again distribute
another needs assessment. We ask them questions about what theyve learned in the class
so far and what theyd still like to learn (in their own opinion).
The goals of this class coincide with the thematic units that the class will cover. A
student should be able to learn the different language needed based upon the setting that
arises in their daily lives; this unit will focus on specific workplace vocabulary and
situations that can arise in such setting. The objectives within those course goals include:
being able to write a recipe, at home or at work, and how to read for the general idea of a
passage. Therefore, based off these goals and objectives, the syllabus adopts task-based
and situational characteristics.
Within the syllabus of the course, homework is given to these students on a
weekly basis. However, it is not always expected that these students will return it to you
or even remember that homework was assigned. The purpose of this homework is to
strengthen skills they have been practicing in class; however, due to ties with their
employer, who essentially has a direct say in this program, homework is a requirement
for those purposes. Formal evaluation, such as grading or pass/fail, is not used within this
program since their progress is solely measured by an increase in their confidence in

LSRW and the correct use of learned vocabulary and grammar within the different
registers; thus informal feedback is given so that the student knows if they are
progressing.
Language skills that will be focused on this thematic unit will include: reading
and writing skills. For writing skills students will be able to write within various genres,
i.e. summaries, recipes, and restaurant reviews, on a specific topic, food. Students will
also learn how to express their opinion through a restaurant review (Lesson 1, Activity 3).
And for reading skills, students will be able to make predications based upon the text and
background knowledge (Lesson 1, Activity 1). Students will also be able to read a
passage to find the main idea (Lesson 2, Activity 2) and be able to get meaning of a
vocab word based on context (Lesson 1, Activity 1). Past the two lessons planned, the
next two lessons students will learn to be able to how to tell when something is in the
future tense, be able to read a safety manual and how to write directions for a coworker.
The goals of these lessons integrate with the language skills to learn: how to write a
recipe or a friend or a manager, how to tell if something is the best (superlative), and how
to decide what they like or dont like about an experience.
Theoretical foundations:
In order for this class to be successful, students must find inner-motivation. In order
to facilitate students finding motivation, as a teacher I must adopt some practices based
upon theoretical evidence to promote motivation in my students. This means that when I
teach, the students must have a direct say in what theyd like to be learning and it must be
done with communicative intent since thats what the basis of this program intended to
accomplish. In order to take away any anxieties that one has, the classroom environment
is one of ease and includes physical activation to do so, like getting up, and walking
around.
The learning of a language should be done with communicative intent (LarsenFreeman & Anderson, 2011, p.122)
The physical activation of the students in the classroom allows for a fast, nonstressful environment of learning a language (Larsen-Freeman & Anderson, 2011,
p.104).
When learners perceive the relevance of their language use, they are motivated
to learn (Larsen-Freeman & Anderson, 2011, p.138).
The repetition of the language is important in the evaluation process to indicate

what has and has not been learned (Larsen-Freeman & Anderson, 2011, p.155)
The curriculum is not predetermined, however it is constantly being evolved

based on students needs in their responses in the needs analysis (LarsenFreeman & Anderson, 2011, p.174)
Lesson Plan 1
Overview of lesson objectives:
Students will learn kitchen vocabulary to be used at work, social settings or at

home.
Students will be able to make predications based upon what was read.
Students will be able to write specific types of proses relating to food, i.e. recipes
and restaurant review.
Students will be able to understand the main idea of a passage.
Students will be able to get meaning of target vocabulary through context.
Materials Needed:
6 Have you ever? handouts
Whats cooking? transparency slide
Projector
White board
6 Whats cooking? handouts
Recipe card transparency slide
6 small poster boards
Markers
6 How to Write a Restaurant Review handouts
Warm Up- Have you ever? -5 minutes

Purpose:
To be able to introduce students to food and restaurant vocabulary
To increase the flow of energy to start off the class
Procedures:
Distribute Have you ever? handout to students.
Describe to the students that they will stand up, ask another student one of the
questions, and if they answer correctly, have them sign their name in the
designated spot.
Explain to the students that each will have an opportunity to have write who did
what on the board in complete sentences
Have students read each sentences and make corrections when necessary
Transition: I dont know about you but after that activity Im feeling very
hungry. Being able to satisfy that hunger is something everyone is able to do through
cooking. How many of you cook at home? How many of you work in a kitchen?
Activity 1: Whats cooking? - 20 minutes

Purpose:
For students to be able to understand the main idea of a passage
To target certain kitchen vocabulary words
To make predictions of vocabulary words & of the story based upon background
information
Procedures:
Pass out Whats Cooking? handouts
Have each student read about 2-3 sentences out loud as a whole class
Ask students if there is unknown vocab

o Ask students if they can identify the meaning of the words based on the
context of the sentences/prose
o Write words and definitions (that they create) on the board

o If students are unable to predict definitions, also provide this for them on
the board
Have the students answer the questions to themselves
Pair up students to exchange answers
Go over questions and answers as a class
Transition: So now that we know some basic kitchen vocabulary we will be able
to read all different kinds of recipes. Not only will we be able to read them but write them
as well.
Activity 2: How do you make that? - 20 minutes

Purpose:
Students will be able to use targeted vocabulary to create their own recipes
Students will read unknown passages (recipes)
Procedures:
Display Recipe Card transparency on projector, ask the students if they know
what this is
Pass out small poster board, explain to the students that they will create their own
recipe card for their favorite recipes
Students write and create recipes on poster board- then they are displayed
throughout the classroom; students walk around the room and read each recipe
card
Have students write down two questions based upon the recipes
Go over questions and answers as a class
Transition: I bet some of those recipes looked appealing to make at home. Ill
make sure to give you all the recipes weve created. Some might have looked not so
appetizing to you. We call this a critique of the food; we can also critique our food and
experience at a restaurant as well.
Activity 3: How to Write a Restaurant Review- 15 minutes

Purpose:
Have students reflect on an experience in a restaurant
Students write an expression of opinion and critique
Procedures:
Ask students when the last time they went to a restaurant

o Ask why they went to a restaurant- was it recommended to them?
Pass out Write a Restaurant Review (from Project Success)
Write on the board: List two things that can be reviewed about a restaurant
In pairs, students will read the passage on the worksheet & create those two things
Have each student come up to the board and write the two things
Class discussion about the listed things
Closure: 5 minutes
Purpose:
10
To assign the Write portion from How to Write a Restaurant Review about a
restaurant they recently have visited, or they can visit a new one
To review the kitchen vocabulary that was presented
HW Assignment:
Write a review of your favorite restaurant following the guidelines from Write a
Restaurant Review. It is emphasized that we will use this HW assignment at the
beginning of the next class period to increase motivation among students.
Evaluation
Informal feedback is given to students during the How do you make that?
exercise. This is by the correct use of vocabulary and grammar points that have only been
previously discussed in class.
Lesson 2
Overview of lesson objectives:
Students will be able to makes predications based upon background knowledge

and their interpretations (i.e. based upon title of a story)
Students will understand what a summary is and how to write one
Students will know what the superlative is and how to create it
Materials Needed:
6 Dont Eat the Furniture handouts
Projector
White board
Markers
6 Superlatives handouts
Superlative transparency
Dont Eat the Furniture transparency
6 Presentation guideline handouts
11
Warm Up- Write a Restaurant Review- 10 minutes

Purpose:
To have students read an opinion piece; an opinion that may or may not be
different from theirs
Procedures:
Ask students to pass their review to the right and read the one that has been placed
in front of them
Once they have read the first one, have them pass that one to the right, continue
this until they have read three
Ask the students which restaurants they want to try and which ones they dont and
their reasoning
Transition: Its not only necessary to be able to talk with friends, or even
strangers, about what you like and dont like about things like restaurants, sometimes a
restaurant might have the nicest servers in town, and you need to share! Do you know
what its called when someone is the very best at something? Like nicest, for example?
Activity 1: Superlative- 20 minutes

Purpose:
For students to learn what the superlative is & how to use it
Students will practice using the superlative with guided free-writing sentences
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Procedures:
Ask the students if they can list off any words that mean the best of
o Explain that this is called the superlative
Pass out Superlatives (adapted from Project Success) & display transparency
and go over Study section out loud
Have students complete the Complete the Sentence section on their own
Write 1-6 on the board, and have the students choose one sentence to write on the
board
Go over sentences as a class to look for errors
Transition: Its important to know how to describe something as the best or the
truest because sometimes something thats true doesnt necessarily seem like it!
Activity 2: Poster Project- 25 minutes

Purpose:
The overall purpose of this project is to have students read a passage, summarize
and present summary to entire class
During this class period, this projects purpose is to describe to students what a
summary is
Procedures:
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Place Dont Eat the Furniture (from True Stories in the News) transparency on
the projector and pass out Dont Eat the Furniture handouts
Ask students to read the title out loud

o What do you think the story will be about based upon the title?
o Explain to the students that this is a true story
Have each student read in a Popcorn format

o A Popcorn format is when a student reads as much as theyd like, say
Popcorn and someones name in the class, that person begins where the
person left off
Ask students if there are any vocabulary words that are unfamiliar to them
Define words as a class on the board
Ask students what was the story generally about

o Ask students if they know what a summary is
If students are uncertain about this, provide an explanation that it is

the main point of an article along with some important details.
Pass out the Presentation Guidelines Handout- explain the handout to students
o They will read a story, write a summary and define three vocab words to
present to the class
o Explain that we will work on these projects in class over the course of four
classes and will present to the whole class
Closure: 5 minutes
Purpose:
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To have students pick a story they find interesting based upon their interest in the
title out of True Stories in the News
Assign students to read the passage and to write a brief summary, at least two
sentences
HW Assignment:
To complete the first paragraph on the Presentation guidelines
Evaluation:
Students will receive informal feedback as they read out loud, if needed; mistakes
are corrected if it is impairing the meaning of the passage, more than one student has
demonstrated difficulty or if it is a reoccurring mistake for one student. Students will also
give one another feedback during the warm up and first activity; this would be through
clarification questions or simply correcting a mistake during the on-board time in the
Superlatives activity.
Sequence and Scope
Lesson
Competency
#
1
- Students will be
able to read
recipes
- Students will be
able to
understand
someone elses
opinion
- Students will be
able to discuss
their experiences
within the food
industry
Reading Skills
Writing Skills
- Students will be
able to predict the
future based upon
the details of the
text
- Students will be
able to read for
context
- Students will
be able to write
specific types of
prose- recipe and
restaurant review
- Students will
be able to
express their
opinions
Topics/Subtopics
- Food related
health issues
- Focus on food
related topics
- Students will
know vocab used
within the kitchen
and restaurant

2
- Students will be
able to describe
something as the
best
(superlative)
- Students will be
able to read a
story for the main
idea
- Students will be
able to read an
opinion piece
- Students will
learn cleaning
vocabulary
- Students will be
able to infer word
meaning based
upon general text
- Students will
know general
safety
precautions at
work and in the
home
- Students will be
able to read a
safety manual
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- Express major
ideas in a
summary
- Students will
be able to write
the superlative
correctly in a
sentence
- Students will
be able to write
brief descriptions
based upon
pictures
- Focus on food
related topics
- Students will
practice vocab that
was presented
- Students will
be able to write
safety directions
to a coworker
- Focus on cleaning
-Focus on safety
with cleaning
(products, etc.) and
in the kitchen
- Focus on foodclean up
- Focus on
household chores
and cleaning
Evaluation of Students in Unit

In this unit, students are constantly being evaluated. They are given comments by
the instructor or by peers if something is spelled, or read incorrectly. Evaluation is not
formal and therefore grades or pass/fail is not given to the students; this is thought within
this program to deter students because it would bring more anxiety to the learning
process, and this program is meant to encourage students to learn English. Progress is
seen through proper productive output from the student. Within the needs assessment,
students are able to self-assess their progress in addition to giving feedback on the course
(Nation & Newton, 2009, p. 165).
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Closure of Unit
To wrap up this unit, there will be a transition from workplace into socialized
English. To transition to this unit, we will present the students with a possible phone
conversation you would have with your boss, based upon vocabulary that was discussed
within the unit. We would then present the difference between phone conversations
between a boss and friends. This unit is applicable to the students because it will allow
them to have social interactions with their native coworkers and bosses.
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Lesson 1 Activities
Whats Cooking?
Last night, I was at my friend Thomass house and he decided to bake us something. While
I was standing in his kitchen, I watched him measure flour, sugar and baking soda. I helped
him preheat the oven to 350. He greased the baking pan. We beat eggs and then added them
to the mixture. Finally, we mixed in the other ingredients like chocolate chips and vanilla.
Can you guess what we ate?
Since he baked cookies for me, I will cook for him on Friday. I am thinking about a
recipe I want to make. First, I will chop up an avocado, some chives and lettuce. Second, I
will cook the meat. To do this, I will simmer the ground beef in seasoning. Then, I will spoon
the meat, vegetables and some salsa into some tortillas. Finally, I will use a grater to grate
cheese on top. I am excited to cook for Thomas and the thought is making me hungry.
Can you guess what we are going to eat?
Answer the following questions based upon the above reading. Be sure to use complete
sentences.
1. What did Thomas measure?
2.
What did Thomas bake for us?
3.
What day will I cook for Thomas?
4.
How many steps will it take me to cook my recipe?
5.
Based on what you read, what do you think I will cook on Friday?
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19

Lesson 2 Activities
20
21

References
Heyer, S. (1996). True stories in the news. White Plains, NY: Longman.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques & Principle in Language
Teaching. New York, NYs: Oxford University Press
Nation I.P., & Netwon, J. (2009). Teaching ESL/EFL Listening and Speaking. New
York, NY: Routledge
Pomann, H., Gaer, S., Lynn, S. and Pomann, J. (n.d.). Project success.
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Reading and Writing Thematic Unit

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READING & WRITING THEMATIC UNIT