ELD Lesson Plan by fionan

VIEWS: 100 PAGES: 15

									EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 1 Topic: Dressed and Ready Objective (Function/Form): Describe objects using adjectives Function Tool: 5.8 Materials: 2 sets of Carousel Picture Cards or Activity Pictures (no umbrella picture card until day 3) Pocket Chart Sentence Strips Bring Language to Life (Connect to Prior Knowledge) Post question and response in pocket chart along with word cards ahead of time. The teacher needs to have the picture cards in a stack in his or her hand. As students enter the room ask them “What is he/she wearing?” The students will need to respond, “He/She is wearing a(n) ____________?” If the student responds correctly place the picture card next to the word card on the pocket chart. If the student is unable to respond correctly move the picture card to the bottom of the pile. This will give you a chance to see what vocabulary card your students already know and don’t know. Today we will… be learning about different articles of clothing because we will be packing our suitcase to go on a trip later this week. As you entered the room I assessed you to see which vocabulary cards you knew and which ones you didn’t. If there are some vocabulary cards the students did not know then take the time to discuss the picture cards now and place them in their correct place.

I Do It-Teacher Models: My Turn, Your Turn (Class to Teacher) The teacher explains the question and response sentence patterns. Lead the class through several examples. All students read question and teacher responds (for each vocabulary card).

We Do It-Guided Practice: My Turn, Your Turn (Teacher to Class) Teacher reads question, points to picture card for response and all students respond (for each vocabulary card).

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

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EARLY INTERMEDIATE You Do It-Independent Practice: Lines of Communication Partner A: “What is he/she wearing?” Partner B: “He/she is wearing (a/an/)_____________.”
raincoat bathing suit mocassins diaper apron robe slippers

Wrap Up & Reflection: Students return to seats. Teacher dismisses tables using the question and response sentence frames. Each table is given a different picture card. A table may leave when they answer correctly.

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

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EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 2 Topic: Dressed and Ready Objective (Function/Form): Describe objects using adjectives Function Tool: 5.8 Materials: Day 1 materials Chart paper and markers Post-Its Bring Language to Life (Connect to Prior Knowledge) While planning my trip to the, my beach friend was helping me pack. She asked me to describe the bathing suit I was planning to take. I said, what to you mean? She said, what color, size, or texture is the bathing suit you plan to take? I Do It-Teacher Models: Graphic Organizer Use three column graphic organizer and brainstorm adjectives with the class to describe the articles of clothing displayed on the pocket chart. Color Size Texture black, white, blue, red, Big: large, huge, gigantic, Hard: firm, solid, stiff, orange, green, purple, enormous, massive rigid, unbreakable brown, yellow, etc. Medium: average, standard Soft: squashy, spongy, middle squishy Small: little, minute, tiny, miniature, petite Teacher models using an appropriate adjective to describe an article of clothing (Note: indicate adjective using a post-it with an arrow on it to highlight the choice adjective). Whole Class: What is he/she wearing? Teacher: He/She is wearing (a/an/) ________ _________.
adj noun

We Do It-Guided Practice: Echo/Response Teacher asks, What is he/she wearing? A student is chosen to indicate an adjective with the Post-It. Class responds: He/she is wearing a _______ _______.
adj. noun

You Do It-Independent Practice: Lines of Communication Partner A: “What is he/she wearing?” Partner B: “He/she is wearing (a/an/)____ _____________.”
adj

raincoat bathing suit mocassins diaper apron robe slippers

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

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EARLY INTERMEDIATE Wrap Up & Reflection: Today we used adjectives to describe clothing. I chose a bathing suit because I was going to the beach. Tomorrow we will talk about other places we might go and what we would need to pack.

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

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EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 3 Topic: Dressed and Ready Objective (Function/Form): Describe objects using adjectives Function Tool: 5.8 Materials: Same as days 1 & 2 Chart paper Umbrella Picture Card Bring Language to Life (Connect to Prior Knowledge) Yesterday we talked about clothing that we would need to go somewhere. Today we will… brainstorm some ideas of places we might go. I Do It-Teacher Models: My Turn, Your Turn (Class to teacher) Some of the articles of clothing are needed for hot places and some are needed for cold places. Not all article of clothing will be appropriate to take on a trip. We will need to brainstorm some ideas of things to pack for a trip as well as some places to go. Brainstorm ideas on graphic organizer.

Hot

Bathing suit, umbrella, Mexico, Hawaii ___________,___________, ___________,___________, _____________ _____________

Cold

Rain coat, suit, umbrella Antartica, Alaska ___________,___________, ___________,___________, _____________ _____________

Display adjective chart. Teachers uses a post-it to indicate an adjective, an article of clothing, and a location. Students ask, “Where is he/she going?” Teacher answers, “He/she is going to _________.” Students ask, “What is he/she packing?” Teachers answers, “He/she is packing (a/an/) _________ ___________.
adj noun

Extension: Teacher models using more than one adjective to describe the clothing. Explain to students they may challenge themselves to use up to three adjectives.

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

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EARLY INTERMEDIATE We Do It-Guided Practice: My Turn, Your Turn Each table will have one marker and three Post-ts. (each table has a different color marker) One student from each table will choose an adjective, an article of clothing, and a location by marking one of each with their colored post-its. Students ask, “Where is he/she going?” Teacher answers, “He/she is going to _________.” Students ask, “What is he/she packing?” Teachers answers, “He/she is packing (a/an/) _________ ___________.”
adj noun

You Do It-Independent Practice: Table Performances One student from each table will choose an adjective, an article of clothing, and a location by marking one of each with their colored post-its. Student asks, “Where is he/she going?” Table answers, “He/she is going to _________.” Student asks, “What is he/she packing?” Table answers, “He/she is packing (a/an/) _________ _________.”
adj noun

Wrap Up & Reflection: For tomorrow, be thinking about a place you would like to go on a trip and four things you would need to take with you.

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

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EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 4 Topic: Dressed and Ready Objective (Function/Form): Describe objects using adjectives Function Tool: 5.8 Materials: Chart paper and same as previous days plus blank paper for the students. *****This activity will probably take more than one day****** Bring Language to Life (Connect to Prior Knowledge) Yesterday we matched clothing to its location and you have been thinking about a place you would like to go and four things you would take with you. Today we will…plan where we will go and what four things we will take with us. I Do It-Teacher Models: Four Square Graphic Organizer I am going to _______Hawaii____________________. First, I am packing my green bathing Next, I am packing my hard snorkel. suit.

Then, I am packing my fluffy beach towel

Finally, I am packing my large sun hat.

We Do It-Guided Practice: Create another graphic organizer with student input. ******Save for next week’s lessons******** You Do It-Independent Practice: Each team creates their own graphic organizer. They work together to choose a location and then each team member chooses one item with at least one adjective. There needs to be at least one of each type of adjective (size, color, texture). Wrap Up & Reflection: Tomorrow you will pack your own suitcase to go on a trip to a different location.

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

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EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 5 Topic: Dressed and Ready Objective (Function/Form): Describe objects using adjectives Function Tool: 5.8 Materials: previous day materials blank paper – 1 per student

Bring Language to Life (Connect to Prior Knowledge) Yesterday we finished packing our sample suitcase for our trip. Today we will… plan another trip. You must choose a different location from yesterday. You will not be able to pack any of the items from your last trip.

You Do It-Independent Practice: Students will write the location of their trip and fill in the four boxes using the words first, next, then, and finally. All previous day materials must be put away in order to provide an accurate assessment. If the students finish early they can draw pictures to go along with their items.

Wrap Up & Reflection: Next week we will be describing the location of the items we packed in our suitcase.

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

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EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 6 Topic: Dressed and Ready Objective (Function/Form): Describe, compare, and contrast using prepositions and present progressive verbs Function Tool: 5.12 Materials: Unit 4 Chapter 2 picture cards sentence strips markers pocket chart student written assessment from Day 5 teacher sample suitcase from last week

Bring Language to Life (Connect to Prior Knowledge) Last week when I was at the airport I lost my suitcase. In order to claim my suitcase, the ticket agent told me that I had to describe all of the items in my suitcase and their location in order to get my suitcase back. Today we will… describe the location of our items in our suitcase from last week.

I Do It-Teacher Models Using a sample graphic organizer from last week, I will describe the location of my of my objects using next to (make two fists and hit them together in a horizontal motion), on top of (pat hands on top of table , and under (tap hands under table) using an adjective. Fill in the chart adding on to the sentences from the previous week (see example below). I am going to _______Hawaii____________________. First, I am packing my green bathing suit Next, I am packing my hard snorkel next on top of my fluffy beach towel. to my green bathing suit.

Then, I am packing my fluffy beach towel under my green bathing suit.

Finally, I am packing my large sun hat is next to my fluffy beach towel.

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

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EARLY INTERMEDIATE We Do It-Guided Practice: My Turn, Your Turn Use student generated graphic organizer from last week to allow students to generate prepositional phrases and use hand motions while giving responses. Once the graph is filled in, Teacher asks, “Where is your ______ _____?”
adj. adj. noun noun prep. adj. noun

Students respond, “My ____ _______ is ______ my ______ _______?”

You Do It-Independent Practice: Talking Stick Teacher places four picture cards in an imaginary suitcase (on the pocket chart). Teacher assigns an item to each person on the team of four (example: person 1 raincoat, person 2 bathing suit, person 3 umbrella, and person 4 diaper) and each person describes the location of the item to his/her team members. After each person on the team has a turn, then they can explain the location of their object using a different preposition. If time permits, the students may describe the location of a different item in the suitcase.

Wrap Up & Reflection: Your ticket out the door is for each table to answer a question about the location of a particular picture card in the imaginary suitcase. e.g. Teacher to Table 1: Where is the raincoat? Table 1: The raincoat is on top of the diaper.

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

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EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 7 Topic: Dressed and Ready Objective (Function/Form): Describe, compare, and contrast using prepositions and present progressive verbs Function Tool: 5.12 Materials: Unit 4 Chapter 2 Picture Cards (PC) Activity Pictures (AP) for each student

Bring Language to Life (Connect to Prior Knowledge) Yesterday we described the location of our picture cards using the prepositions next to, on top of, and under. Today we will…organize our picture cards in our suitcases. I Do It-Teacher Models: Pantomime and Gesture Teacher pantomimes and thinks aloud packing for a trip using next to, on top of, under First sentence, “I am packing my ____ ____ in my suitcase.”
adj noun

“I am packing my ____ ____ ______ my ______ _______.”
adj. noun prep. adj. noun

Teacher repeats for each object being placed in the suitcase.

We Do It-Guided Practice: Echo/Repeat Response Teacher removes picture cards from the pocket chart and students follow teacher instructions for packing suitcase using sentence frames listed above for all picture cards. (Students need activity pictures) 1. Teacher dictates and places first three picture cards and says “I am packing my _______ ______ _______ my ________ ________.
adj. noun prep. adj. noun

Students echo and repeat the response while placing the picture card in their suitcase. 2. Teacher dictates to student where to place the next picture card in the pocket chart. Student places the picture card in the pocket chart while saying, “I am packing my _______ ______ _______ my ________ ________.
adj. noun prep. adj. noun adj. prep. noun adj. noun

Class says, “ He/She is packing his/her_______ ______ _____ my _____ _____.” Repeat 3 times. 3. Teacher chooses a student to place a picture card in the suitcase. Student describes where he/she is placing the item by using the first sentence frame above and the class describes where he/she placed the item by using the second sentence frame above.

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

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EARLY INTERMEDIATE

You Do It-Independent Practice: Talking Stick Students take turns at each table with the talking stick describing where he/she is packing an item in the suitcase (using the first sentence frame above). The other students in the team describe where he/she packed the item by using the second sentence frame above. After all cards have been placed, students can either continue to move the items in the suitcase or remove all picture cards and start over. Wrap Up & Reflection: Ask the students the location of certain objects in the suitcase and dismiss them as they answer correctly.

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

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EARLY INTERMEDIATE Carousel: Unit 4 Chapter 2 Day 8 Topic: Dressed and Ready Objective (Function/Form): Describe, compare, and contrast using prepositions and past tense Function Tool: 5.12 Materials: Day 7 Materials two sentence strips markers

Bring Language to Life (Connect to Prior Knowledge) Yesterday we described the location of the clothing locations in our suitcases. Today we will… ask questions to find out where items are packed in the suitcase. I Do It-Teacher Models Teacher reminds students that she/he encountered having to describe the contents of a suitcase to a ticket agent because he asked, “Where did you pack your four items?” Teacher models describing the items in the suitcase using the sentence frame, “I packed my ____ ____ ____ my _____ _____.”
adj. noun prep. adj. noun

We Do It-Guided Practice: Echo/Repeat Response Follow the same three step procedure as yesterday, but class asks the question, “Where did you pack your four items?” Response is changed to the past tense. “I packed my _______ ______ _______ my ________ ________.
adj. noun prep. adj. adj. noun noun prep. adj. noun

Class says, “He/She packed his/her_______ ______ _______ my _____ _____.”

You Do It-Independent Practice: Talking Stick Repeat the team activity from yesterday having students use the past tense sentence frame to describe where they placed their items.

Wrap Up & Reflection: Tomorrow you will be packing your own suitcase and role play explaining the placement of the four items in your suitcase to the ticket agent. Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 13

EARLY INTERMEDIATE

Carousel: Unit 4 Chapter 2 Day 9 Topic: Dressed and Ready Objective (Function/Form): Describe, compare, and contrast using prepositions and past tense Function Tool: 5.12 Materials: Day 8 materials glue sticks paper – 1 per student Bring Language to Life (Connect to Prior Knowledge) Yesterday we practiced describing the contents of our suitcases using the past tense. Today we will…pack our own suitcases with our four favorite items and role play describing the items and the location of those items in the suitcase to the ticket agent.

I Do It-Teacher Models Teacher models gluing four items on a piece of paper and forgetting to write his/her identification on the suitcase. We Do It-Guided Practice: Role Play Have a student role play being the ticket agent and asking, “Where did you pack your four items.” Teacher role plays answering with, “I packed my _______ ______ _______ my ________ ________.”
adj. noun prep. adj. noun

You Do It-Independent Practice: Students glue four items on a piece of paper, have students forget to put their names on their “suitcase” and practice describing where they placed four items to various “ticket agents”.

Wrap Up & Reflection: Tomorrow you will be drawing a random suitcase from the luggage rack and describing the location of the four items in the suitcase. Collect the suitcases for tomorrow.

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

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EARLY INTERMEDIATE

Carousel: Unit 4 Chapter 2 Day 10 Topic: Dressed and Ready Objective (Function/Form): Describe, compare, and contrast using prepositions and past tense Function Tool: 5.12 Materials: Day 9 Materials (no glue sticks) sentence strip markers ******This activity may take more than one day.***** Bring Language to Life (Connect to Prior Knowledge) Yesterday we packed our suitcases for our trip and described the items and location of the four items to the ticket agent. Today we will…be selecting a suitcase from the luggage rack and describing the contents and locations of the items to the passengers of the airplane (the class) so that the passengers can collect their suitcase and continue on their trip. Unfortunately the passengers forgot to put their identification on their suitcase. We will pass out the suitcases by describing the contents. Each baggage handler will have the opportunity to describe the contents of a suitcase. Each student will have the chance to be a baggage handler. Once the items have been described you may collect your suitcase. I –WE Do It-Teacher Models Teacher models how to choose a suitcase at random. The teacher needs to model the sentence frame as well. “This person packed the ______ _______ _______the _____ ______.”
adj. noun prep. adj. noun

Students Echo/Repeat the teacher’s description and placement of four items in the sample suitcase. You Do It-Independent Assessment: Students select a suitcase and describe the contents to the passengers on the plane. Once all items have been described a passenger may collect the suitcase.

Wrap Up & Reflection: You all have your suitcases and you may enjoy your vacation.

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

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