web viewunit 1 getting off to a good start. unit 1 getting off to a good start. unit 1 getting off...
If you can't read please download the document
TRANSCRIPT
Grade level teams plan collaboratively to identify:
Unit 1 Getting Off to a Good Start
Week 4
Week 1
Level:
B/EI
Function(s):
5.1 Greet, introduce and share personal info..
Grade(s):
4th
Weekly Planner
Day One
Day Two
Day Three
Day Four
Day Five
Daily Objective
Students will be able to use (topic vocabulary or pattern)___ in order to ____(language use)___.
SWBAT exchange courtesies and responses in order to tell their name and their teachers names.
SWBAT ask a peer the name of another student in order to learn each others name.
SWBAT share personal information and exchange social courtesies in order to gain new information about classmates.
SWBAT share personal information and exchange social courtesies in order to make new friends.
SWBAT introduce themselves to a new student (mini-performance) in order to practice sharing personal information.
Topic Specific Vocabulary
Bricks and / or
Grammatical Forms Mortar to support the patterns for prompt / response below
Hello! Goodbye! Hi! Bye! Teacher
Mr. Mrs. Ms. Miss
Her, his, name, pronoun, He, She, girl, boy, guy, kid,
Family, Brother, Sister, Mother, Father, Step--, Half--, Grandmother, Grandfather
Adjectives: Big, little, older, younger, tall, short,
All
Language Patterns Mortar
Patterns for
Prompts
Hello, whats your name?
Whats your teachers name?
What is her name?
What is his name?
Do know her/his name?
Whos that guy?
Whos that girl?
Tell me about your family.
List your family.
Who are the people of your family?
Describe your family.
All
Patterns for Responses
Hi, my name is proper noun.
My teachers name is proper noun.
Hi, my name is Bob.
My teachers name is Mr. Jones.
Her name is name.
His name is name..
Thats name.
Hes name.
Shes name.
I have # topic vocab and # topic vocab.
I live with my mother and father
Hi, my name is Bob. I have two sisters and one brother.
I have a big brother.
I have one younger sister.
My dad is tall.
My Grandmother is short.
All
Structured Language Practice (Tab 4)
How will students produce language - at least 50% of lesson?
How will you gather evidence
of student learning?
*Lines of Communication: line A Ask Questions, line B answer (switch)
*Ongoing Assessment Form
*Talking Chips; in small groups, turn over chip after each turn. Switch up groups.
* Ongoing Assessment Form
*Clock Appointments; students rotate through(ask and answer prompts at each appointment)
*Ongoing Assessment Form
*Give One, Get One; students walk around the classroom using patterns for prompts and responses.
*Ongoing Assessment Form
*Small groups for mini-performance. Give time to practice as a group, then present in front of the class.
*Ongoing Assessment Form
Materials
Plus, Routines for Teaching and Practicing (Tab 4)
Sentence Strips with prompts
Vocabulary cards
T-Chart, Salutation and Response 4.6
Black-line: A/B Blank sheet p.6
Talking Chips
Pronoun Chart for words used for (boys, both, girls) (keep)
Sentence strips with prompts Sentence Frame Chart 4.24
Picture Card of Family to label vocabulary (See Carousel)
Sentence Strips with prompts
Clock Appointment Sheet Sentence Frame Chart 4.24
Black-line: Clock App. P. 9
Sentence Strips with prompts
Illustrated Word Bank 4.8
Black-line:Find someonep.25
*May take some things down
Opening: Bring to Life & State Objective
I Do It
Model New Language
I/We Do It
Model and Monitor Practice
You Do It:
Structured Independent Practice
Wrap-Up & Reflection
Week 1
3 - 6 minutes
5 -7 minutes
8-12 minutes
10 15 minutes
3 - 5 minutes
Day One
Day Two
Day Three
Day Four
Day Five
Guidelines for Weekly Planning
Unit 1 Getting Off to a Good Start
E.L.Achieve/2007. All Rights ReservedPlanning for ELD Instruction 3.3
Page 1 of 6 Topic: Level: Lesson Written by:Planning Format E.L.Achieve/2009. All Rights Reserved
Week 1
Ongoing Assessment of Language Practice Directions: List target grammatical form(s) below. As you monitor target language practice, note whether student is:
Unable to produce language = 0 Able to produce language using scaffolds = Able to produce language independently = I
Teacher:
Language Function:
ELD Level(s):
Hi, my name is proper noun.
Her name is name
I have # topic vocab and # topic vocab.
I have a big brother.
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Week 2
Level:
B/EI
Function(s):
5.3 Express appreciation and give compliments.
5.5 Express feelings and preferences
Grade(s):
4th
Weekly Planner
Day One
Day Two
Day Three
Day Four
Day Five
Daily Objective
Students will be able to use (topic vocabulary or pattern)___ in order to ____(language use)___.
SWBATU polite phrases to express gratitude.
SWBAT express appreciation and give compliments using adjectives.
SWBAT express feelings and preferences towards school subjects.
SWBAT use adjectives to describe their feelings towards subjects and tasks.
SWBAT write a thank you note to another student in order to express their appreciation.
Topic Specific Vocabulary
Bricks
and / or
Grammatical Forms Mortar to support the patterns for prompt / response below
Thank you, I, you, like, pretty, nice
Adj: Fun, interesting, beautiful, colorful,
Reading, writing, math, science, English
Adj: Happy, sad, angry, frustrated
Easy, hard, challenging, difficult
All
Language Patterns Mortar
Patterns for
Prompts
(Another student does something. Example: a student hands a pencil to another student)
(Another student does something)
What is your favorite subject?
Do you like verb/subject?
Do you like reading?
How do you feel about subject?
Describe your feeling about a subject.
All
Patterns for Responses
Thank you.
I like pronoun.
I like it. I love it.
Its pretty. Its nice. Its beautiful.
It is beautiful.
I like your noun.
The picture is adj.
My favorite class subject is subject.
My favorite subject is Math.
I like subject.
Subject is adj for me.
Math is easy for me.
I am happy when I do math.
Thank you for your help. It was nice. My favorite subject is math. Math is hard for me.
Structured Language Practice (Tab 4)
How will students produce language - at least 50% of lesson?
How will you gather evidence
of student learning?
*Whole Group handing each other school supplies.
*Practice in small groups using responses.
*Ongoing Assessment Form
*As students enter have them sketch a picture to give to another student. (5min)
*Create a list of adj to describe pictures.
*Lines of Communication: each students has a picture (rotate pic) complimenting the picture using an adj.
*Board Game with cards related to the subjects. Students flip over a card and have to say a sentence expressing their feelings toward that subject.
*Ongoing Assessment Form
*Teachers pulls out a subject card and an adj card, and asks, How do you feel about subject. In partners, students answer the question, and then write the answer on the whiteboard.
*In small groups students discuss, who they will write to and what can say. Then students write their thank you.
*Written thank-you
Materials
Plus, Routines for Teaching and Practicing (Tab 4)
School Supplies (Pencil, paper, colored pencil, marker, highlighter)
Pictorial Input Chart 4.10
Black-line: Vocab Language Log
p. 30
Paper, colored pencil, pencil, marker
Sentence Frame Chart 4.24
Board Game
Subject Cards
Sentence strips with Prompts
Black-line: Ticket out the door p. 39
Whiteboards/dry erase markers
Subject Cards
Adj. Cards
Sentence Frame Chart 4.24
*May want to leave up vocabulary.
Paper and Pencils
Opening: Bring to Life & State Objective
I Do It
Model New Language
I/We Do It
Model and Monitor Practice
You Do It:
Structured Independent Practice
Wrap-Up & Reflection
Week 2
3 - 6 minutes
5 -7 minutes
8-12 minutes
10 15 minutes
3 - 5 minutes
Day One
Day Two
Day Three
Day Four
Day Five
Unit 1 Getting Off to a Good Start