unit3chapter1

8/8/2019 Unit3Chapter1

1/13

EARLY INTERMEDIATE Carousel of Ideas

Unit 3 Chapter 1

ELD Lesson Plan

Unit 3 Ch.1 Lesson 1.1

Materials: Supplemental Pictures and/or Realia depicting the 5 occupations of focus*;

Picture Cards; white chart paper - Illustrated Word Bank; multiple white chartpapers with pictures of occupations-Observation Charts

Behavior Standards Be Respectful, Solve ProblemsMake Good Learning Decisions

Objective: (post) Students will be able to (SWBAT) use present progressive verbsin order to make and report observations.

Build on prior knowledge:

Observation chart using pictures of people in occcupations(students record questions, comments, and observations on the chart)

Presentation: (I Do It)

Use stick figures with sketches of tools of trade to make an Illustrated Word

Bank. Teacher pantomimes while talking about *barber/hair stylist, dentist,

firefighter, doctor and mail carrier - describing what they do and the tools theyuse to do their job. Use present progressive in your descriptions - p.341.

Practice: (We Do It)Teacher describes one of these occupations for students to pantomime using the

sentence frame: The ______ is ____. (e.g. The fire fighter is climbing the ladder.)Continue with other occupations as time allows.

Apply and Extend: (You Do It)

Each team receives 1 Picture Card (model with farmer) to describe what theperson is doing using the sentence frame: The ______ is _______. (e.g. The

farmer is working.)

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 1


2/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Picture Cards, Illustrated Word Bank (continued from 1.1),

Copies of Supplemental Activity Template, Posted Sentence Frames

Behavior Standards BeRespectful, Solve Problems,

Make Good Learning Decisions

Objective: (post) SWBAT use present progressive verbs in order to make and

report observations.


Use Picture Cards to name the 5 occupations fromyesterday. Teacher describes each of those Picture Cards including the

tools they use and what they do, using present progressive. Studentspantomime each action.

Presentation: (I Do It)Add to Illustrated Word bank - astronaut, clown, cowgirl/boy, dancer,

farmer, police officer - describing their tools and what they do. Model

using the sentence frames: This is a/an _________. The ______ is

_________.

Practice: (We Do It)Do Inside-Outside circle - In. circle has Picture Card. Out. circle uses frames:This is a/an _________. The ______ is _________. Go around for 3 people

then trade roles - Outside gets Picture Cards for Inside to practice using in

sentence frames.


On Supplemental Activity Template, students sketch an occupation of their

choice, complete the sentence frames, and share orally in their Table Teams.



3/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Picture Cards, chart paper for T-chart

Behavior Standards BeRespectful, Solve Problems,Make Good Learning Decisions

Objective: (post) SWBAT use present tense verbs in order to request

assistance and clarification.


Display the Picture Cards and model asking questions to

identify the occupation. Use the following kinds of questions: Do youfeed cows? Who can cut hair? Where is your mail truck? Can you put

out the fire?


Choose 1 Picture Card - teams talk about everything they know about thatoccupation (Think, Pair, Share). Use T-chart and record on left side everything

students know about that occupation (label "Occupation Name/What We Know).

Other side of T- chart - same process - if you could talk to this person, what

questions would you ask to learn more about their job? On right side of T-graph,write the questions students come up with.

Practice: (We Do It)Teacher takes on role of that occupation and students practice asking questions

from the list on the T-chart. If possible, have a guest speaker answer their

questions.


Use Lines of Communication for students to ask questions using present tense

verbs. Line A has a Picture Card. Line B asks a question related to thatoccupation. Rotate Line B and repeat process a few times. Then Line A gives the

Picture Card to Line B and repeat the process for Line A to ask questions.



4/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Envelopes containing 2 sets of Activity Pictures for each team, Chart p. 344,

1 Activity Picture per student



Objective: (post) SWBAT use regular singular and plural nouns in order to

describe physical characteristics.


Play "Vieja Ines" - one student (Vieja Ines) - leaves for setup, other students receive one Activity Picture they keep secret. Vieja Ines

returns and knocks on something and all students say, "Who's there?" She/hesays, "Veija/o Ines", students say, "Who do you want?" Vieja Ines chooses 1

student and names an occupation (e.g. "The astronaut"), chosen student checks

Activity Picture and if they are that occupation, they become Vieja Ines and allstudents trade Activity Pictures; if the student is not that occupation, Vieja Ines

moves to another and names an occupation and continues until she gets the one

she asks for. Adjust game to fit the needs of your students.


Use the chart on p. 344 to present singular and plural. Model playingmemory/concentration game.

Practice: (We Do It)

Model playing memory/concentration game. In teams, use memory/concentrationgame to practice using singular and plurals - no match = singular, match=plural.

(E.g. If you turn over an astronaut and a dancer, you say, "astronaut, dancer"; if

you turn over matching dancers, you say, "dancers" and keep the pair.


In teams, use memory/concentration game to practice using singular and plurals -

no match = singular, match=plural.

Home Connection:Go home to your family and teach "Vieja Ines" to your family and friends. Note-

you do not need Picture Cards to play this game. Players just think and remember

which occupation they choose.



5/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: (see Lesson 2.1)Behavior Standards BeRespectful, Solve Problems,


Objectives: (post) SWBAT use regular singular and plural nouns in order to

describe physical characteristics.


Presentation: NOTE: continue Lesson 2.1 from previous day if additional time is

needed.

Practice:

Apply and Extend:



6/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Picture Cards, 1 Set of Activity Pictures for each team


Objective: (post) SWBAT use the prepositions, left, rightin order to

describe location of objects in space.


Review the names of occupations by using Picture Cards as flashcards forchoral responses.


Model "Hokey, Pokey" using the direction words left, right, between, using a line

formation. "You put your right hand up, you put your right hand down, you putyour right hand up and you shake it all around, put your head between your hands

and turn yourself around, that's what it's all about! Left hand!"

Practice: (We Do It)Do "Hokey Pokey" with students in lines, facing forward so everyone raises

correct right and left hand to sing and do this "Hokey Pokey."


In Table Teams, students will place the Activity Pictures according to the

teacher's instructions (have all students on the same side of the table) and useNumbered Heads so each student has multiple turns to participate in placing

Activity Pictures according to teacher instruction.



7/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: 2 Sets of Picture Cards



Objective: (post) SWBAT use adverbs ending in ly in order to ask for, give andfollow multi-step directions.

Build on prior knowledge:Use Choral Response to review "1 _____, 2 _______"

(e.g. 1 firefighter, 2 firefighters) Do with each pair of Picture Cards.


Model moving and singing Commands to the tunes of "Are You Sleeping" - Turnaround, turn around; walk fast, walk fast; now walk slowly, now walk slowly, say

your name, say it quietlyrepeat ending with - say it loudly.

Practice: (We Do It)Play follow the leader with singing Commands

Apply and Extend: (You Do It)Elicit 1 additional command from each Table Team (e.g. pick up the pencil, sit

down, etc) and teacher composes the new verse, while students follow the

commands. Use the same adverbs as you create the new verses: fast, slowly,quietly, loudly.



8/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Supplemental Pictures of tools for each Picture Card, Carousel p. 348,Illustrated Word Bank from Lesson 1


Objective: (post) SWBAT use present tense verbs in order to describe actions.


Teacher models naming the tools a teacher uses for her/hisjob. Prompt: What tools do I use to do my job? Use Think, Pair, Share for

students to brainstorm tools students need to do their work. Prompt: What tools

do you use to do your job?


Teacher uses the pocket chart to display the Picture Cards and model matching

the appropriate tool to each occupation.

Practice: (We Do It)Teacher reads riddle p. 348 and partners do Think, Pair, Share to decide onanswer and then share with class.

(I Do It)Model choosing an occupation and giving 2-3 descriptors of that occupation.

Descriptors may include where they work, what tools they use, who they help,

and/or what they wear.


Partners or Teams secretly choose an occupation and work together to create a

riddle with 3 descriptors to read to the class. Take time for teams to share riddles.



9/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Sentence Stems Posted, Transparency 26, book "White Snow, Bright Snow"Paper, Samples of Winter Clothing, *Realia for Transparency 26


Objective: (post) SWBAT use future tense verbs in order to express

feelings and preferences.

Build on prior knowledge:Display Transparency 26 and read the poem to students several times, helping

the students understand what it means (use realia* and pantomime). Allow

students to discuss how things look different when it snows.


Do picture walk (What do you see?) in "White Snow, Bright Snow." Model

making a prediction using:I think this book will be about ______.

I think the story will take place in _______.

I think I will/will not like the story because ________.


Use Numbered Heads Together for Partners/Teams to make predictions usingsentence stems:

I think this book will be about ______.

I think the story will take place in _______.I think I will/will not like the story because ________.

Read then verify predictions.


Students sketch and/or write about part of the book that verifies one of thepredictions.



10/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Blank paper - 1 per student, 3-Column Chart,Posted Sentence Frames, Transparency 26


Objective: (post) SWBAT use prepositions, before, afterin order to retell actions

or events in chronological order.


Reread the poem Transparency 26

Presentation: (I Do It)Teacher uses a 3-Column Chart (similar to Supplement 3.2) to model "before" &

"after" statements about things 3 people in class do before school and after school.


Use the 3-Column Chart (supplement 3.2) to elicit statements from students about

what happens to the characters before and after the snowstorm.*

*Use the chart to sing to the tune of "This is the way"

EXAMPLE: Before the storm he looked to the sky, looked to the sky, looked to

the sky. Before the storm he looked to the sky, he knew it was going to snow.After the snowstorm he put on his boots, put on his boots, to deliver the mail.

Apply and Extend: (You Do It)Students fold a paper in half to draw pictures of what they do before and after

lunch. Use Talking Stick for students to practice the language by using the

sentence stems:

Before lunch I ________. After lunch I_______.



11/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: "White Snow, Bright Snow," Transparency 27, Supplemental Spinners(1/team), Picture Cards, Word Cards, white chart paper for T-chart


Objectives: (posted) SWBAT use adjective and pronouns in order to express

feelings and preferences.

Build on prior knowledge:Use a T-chart and draw a happy face and a sad face (label

happy/sad) and brainstorm things that make us happy and things that

make us sad. (Teacher model an example to begin.)


Use Transparency 27 to present other feelings.


Use Spinner that contains pictures of each feeling. Teacher and students spin theSpinner to complete the sentence frame:

He/she is _____.

The woman/man/girl/boy is _____.


Team play the Spinner Game



12/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Transparency 27, 1 copy per team of Transparency 27 pictures only,PRECUT in envelopes 1 copy per team of Supplement 5.2 (which is Activity

Sheet 122 without words), 1/2 page of paper for team books,



Objective: (post) SWBAT use adjectives and pronouns in order to expressfeelings and preferences.


Use the Spinner to review feelings


Teacher models making one page of a mini book using Supplement 5.2 - teams

cut the pictures (or pre cut and place in envelope for each team.) Each member

pastes a picture to a blank paper and writes a sentence for their page of the minibook using: He/she is _____. Students may use overhead if they need to copy.

Practice: (We Do It)Use volunteers to model making successive pages.

Apply and Extend: (You Do It)Teams make their mini book and attach the title page "How Do They Feel?"



13/13


Unit 3 Chapter 1

ELD Lesson Plan


Materials: Picture Cards - 1 per student, Supplement 6.1A Riddles,

Supplement 6.1C, paper-1 per student, 1 set Activity Pictures (cut inenvelope) per team


Objective: (post) SWBAT use the conditional phrase, when I grow up, in

order to express feelings and preferences.

Build on prior knowledge:Review occupations using Riddles from Supplement 6.1A

Presentation: (I Do It)Teacher model using a Supplement 6.1C to complete the sentence stem:

When I grow up, I want to be a ____.


Use Inside Outside Circle to practice sentence frame. Inside has Picture Cardsand Outside uses occupation in the sentence frame. Trade roles - Inside passes

Picture Cards to Outside and continue.

Apply and Extend: (You Do It)Students play a card game with the Activity Pictures to practice finishing the

sentence stem:

When I grow up, I want to be a ____.

.


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