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					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 chart
      papers with pictures of occupations-Observation Charts

Behavior Standards             Be Respectful, Solve Problems
                               Make Good Learning Decisions


Objective: (post)    Students will be able to (SWBAT) use present progressive verbs
              in 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 they
      use 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 the
      person is doing using the sentence frame: The ______ is _______. (e.g. The
      farmer is working.)




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                      1
EARLY INTERMEDIATE                                                       Carousel of Ideas
                                                                         Unit 3 Chapter 1



                                    ELD Lesson Plan

                                  Unit 3 Ch.1 Lesson 1.2

Materials: Picture Cards, Illustrated Word Bank (continued from 1.1),
          Copies of Supplemental Activity Template, Posted Sentence Frames

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions

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

Build on prior knowledge:
               Use Picture Cards to name the 5 occupations from
              yesterday. Teacher describes each of those Picture Cards including the
              tools they use and what they do, using present progressive. Students
              pantomime 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.

Apply and Extend: (You Do It)
      On Supplemental Activity Template, students sketch an occupation of their
      choice, complete the sentence frames, and share orally in their Table Teams.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                         2
EARLY INTERMEDIATE                                                     Carousel of Ideas
                                                                       Unit 3 Chapter 1



                                    ELD Lesson Plan

                                 Unit 3 Ch.1 Lesson 1.3

Materials: Picture Cards, chart paper for T-chart

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions

Objective: (post)     SWBAT use present tense verbs in order to request
                      assistance and clarification.

Build on prior knowledge:
              Display the Picture Cards and model asking questions to
              identify the occupation. Use the following kinds of questions: Do you
              feed cows? Who can cut hair? Where is your mail truck? Can you put
              out the fire?

Presentation: (I Do It)
      Choose 1 Picture Card - teams talk about everything they know about that
      occupation (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.

Apply and Extend: (You Do It)
      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 that
      occupation. 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.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                     3
EARLY INTERMEDIATE                                                        Carousel of Ideas
                                                                          Unit 3 Chapter 1



                                     ELD Lesson Plan

                                  Unit 3 Ch.1 Lesson 2.1

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

Behavior Standards              Be Respectful, Solve Problems,
                                Make Good Learning Decisions

Objective: (post)      SWBAT use regular singular and plural nouns in order to
                       describe physical characteristics.

Build on prior knowledge:
       Play "Vieja Ines" - one student (Vieja Ines) - leaves for set
       up, other students receive one Activity Picture they keep secret. Vieja Ines
       returns and knocks on something and all students say, "Who's there?" She/he
       says, "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 all
       students 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.

Presentation: (I Do It)
      Use the chart on p. 344 to present singular and plural. Model playing
      memory/concentration game.

Practice: (We Do It)
       Model playing memory/concentration game. In teams, use memory/concentration
       game 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.

Apply and Extend: (You Do It)
      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.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                         4
EARLY INTERMEDIATE                                                   Carousel of Ideas
                                                                     Unit 3 Chapter 1




                                  ELD Lesson Plan

                                Unit 3 Ch.1 Lesson 2.2

Materials: (see Lesson 2.1)

Behavior Standards            Be Respectful, Solve Problems,
                              Make Good Learning Decisions


Objectives: (post)   SWBAT use regular singular and plural nouns in order to
                     describe physical characteristics.

Build on prior knowledge:

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

Practice:

Apply and Extend:




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                5
EARLY INTERMEDIATE                                                       Carousel of Ideas
                                                                         Unit 3 Chapter 1




                                    ELD Lesson Plan

                                 Unit 3 Ch.1 Lesson 3.1

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

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions


Objective: (post)     SWBAT use the prepositions, left, right in order to
                      describe location of objects in space.

Build on prior knowledge:
              Review the names of occupations by using Picture Cards as flashcards for
              choral responses.

Presentation: (I Do It)
      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 put
      your 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."

Apply and Extend: (You Do It)
      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 use
      Numbered Heads so each student has multiple turns to participate in placing
      Activity Pictures according to teacher instruction.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                     6
EARLY INTERMEDIATE                                                        Carousel of Ideas
                                                                          Unit 3 Chapter 1




                                     ELD Lesson Plan

                                  Unit 3 Ch.1 Lesson 3.2

Materials: 2 Sets of Picture Cards

Behavior Standards              Be Respectful, Solve Problems,
                                Make Good Learning Decisions

Objective: (post)      SWBAT use adverbs ending in –ly in order to ask for, give and
                       follow 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.

Presentation: (I Do It)
      Model moving and singing Commands to the tunes of "Are You Sleeping" - Turn
      around, turn around; walk fast, walk fast; now walk slowly, now walk slowly, say
      your name, say it quietly…repeat 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.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                     7
EARLY INTERMEDIATE                                                       Carousel of Ideas
                                                                         Unit 3 Chapter 1




                                    ELD Lesson Plan

                                 Unit 3 Ch.1 Lesson 3.3

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

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions


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

Build on prior knowledge:
       Teacher models naming the tools a teacher uses for her/his
       job. 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?

Presentation: (I Do It)
      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 on
       answer 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.

Apply and Extend: (You Do It)
      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.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                      8
EARLY INTERMEDIATE                                                      Carousel of Ideas
                                                                        Unit 3 Chapter 1




                                    ELD Lesson Plan

                                 Unit 3 Ch.1 Lesson 4.1

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

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions

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.

Presentation: (I Do It)
      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 ________.


Practice: (We Do It)
       Use Numbered Heads Together for Partners/Teams to make predictions using
       sentence 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.

Apply and Extend:     (You Do It)
      Students sketch and/or write about part of the book that verifies one of the
      predictions.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                   9
EARLY INTERMEDIATE                                                      Carousel of Ideas
                                                                        Unit 3 Chapter 1




                                    ELD Lesson Plan

                                  Unit 3 Ch.1 Lesson 4.2

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

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions


Objective: (post)     SWBAT use prepositions, before, after in order to retell actions
                      or events in chronological order.

Build on prior knowledge:
              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.

Practice: (We Do It)
       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_______.




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                    10
EARLY INTERMEDIATE                                                     Carousel of Ideas
                                                                       Unit 3 Chapter 1




                                   ELD Lesson Plan

                                 Unit 3 Ch.1 Lesson 5.1

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

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions


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.)

Presentation: (I Do It)
      Use Transparency 27 to present other feelings.

Practice: (We Do It)
       Use Spinner that contains pictures of each feeling. Teacher and students spin the
       Spinner to complete the sentence frame:

              He/she is _____.
              The woman/man/girl/boy is _____.

Apply and Extend:    (You Do It)
      Team play the Spinner Game




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                  11
EARLY INTERMEDIATE                                                      Carousel of Ideas
                                                                        Unit 3 Chapter 1




                                    ELD Lesson Plan

                                 Unit 3 Ch.1 Lesson 5.2

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,

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions


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

Build on prior knowledge:
              Use the Spinner to review feelings

Presentation: (I Do It)
      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 mini
      book 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?"




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                       12
EARLY INTERMEDIATE                                                      Carousel of Ideas
                                                                        Unit 3 Chapter 1




                                    ELD Lesson Plan

                                 Unit 3 Ch.1 Lesson 6.1

Materials: Picture Cards - 1 per student, Supplement 6.1A Riddles,
           Supplement 6.1C, paper-1 per student, 1 set Activity Pictures (cut in
           envelope) per team

Behavior Standards             Be Respectful, Solve Problems,
                               Make Good Learning Decisions


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 ____.

Practice: (We Do It)
       Use Inside Outside Circle to practice sentence frame. Inside has Picture Cards
       and 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 ____.

       .




Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning                    13