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					INTERMEDIATE                                                             Carousel of Ideas
                                                                         Unit 5 Chapter 1




                                    ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 1.1

Materials: Picture Cards, Sentence Frames Posted, Illustrated Word Bank

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

Objective: (post)   Student will be able to (SWBAT) use topic vocabulary nouns in
                    order to describe physical characteristics.

Build on prior knowledge:
                    Observation Charts using pictures of vehicles (students
                     record questions, comments, and observations on the charts)

Presentation:     (I Do It)
      Illustrated word bank- present half of the words visually, one at a time by tracing
      over the picture cards to make the word bank illustrations

Practice:    (We Do It)
       1. Teacher model Give One/Get One by listing some vehicles he/she's traveled in
       on the Give One side.

       2. Students make their Give One list of vehilcles they've traveled in.

       3. Teacher model using the following question and response frame with several
       students and writing the response on the Get One side:

       What vehicle have you traveled in?
       I have traveled in a (an) ___________.




Apply and Extend:     (You Do It)
      Students play Give One/Get one using the question and response frame. Teacher
      monitors while students are responding with a complete sentence.




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INTERMEDIATE                                                               Carousel of Ideas
                                                                           Unit 5 Chapter 1




                                    ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 1.2

Materials: Picture Cards, Illustrated Word Bank, Sentence Frames Posted

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

Objectives: (post)     SWBAT use nouns and past progressive in order to
                       describe actions of people.

Build on prior knowledge:
                     Review vocabulary introduced yesterday by pointing to
                     pictures and having students verbalize to a partner
                     "I have traveled in a ___________."

Presentation:    (I Do It)
      Continue the Illustrated Word Bank from Lesson 1.1 to present the remaining
      target vocabulary. Teacher models selecting a Picture Card and completing the
      sentence stems:

       I have traveled in ________.
       I have not traveled in _______.

Practice:    (We Do It)
       Use choral response for Class to complete the 1 st sentence stem:
       This is a ________.

       Teacher or volunteer completes the 2 nd sentence frame:
       I have/have not traveled in ______.



Apply and Extend:      (You Do It)
      Use Inside Outside Circle to practice
      Inside Circle: Picture Card
      Outside Circle: Complete the 2 Posted Sentence Frames
      After 3 rounds, Inside gives Picture Card to Outside and do 3 more rounds.




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INTERMEDIATE                                                             Carousel of Ideas
                                                                         Unit 5 Chapter 1




                                    ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 1.3

Materials:     1 Set Activity Pictures per team, Venn diagram, Sentence Frames Posted,
               Picture Cards, Word Cards

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

Objective: (post)   SWBAT use comparative adjectives in order to compare and
                    contrast actions.

Build on prior knowledge:
       Use Lines of Communication
       Line A has Picture Card
       Line B completes the appropriate sentence frame:
       I have traveled in ____________. or     I have not traveled in ______________.
       Line A gives P.C. to Line B and Line A completes the sentence frame.
       DISPLAY Picture Cards in the pocket chart.

Presentation:    (I Do It)
      Teacher labels the Venn diagram (fast, both, slow) Teacher model placing 3
      Word Cards on the Venn diagram and use sentence frames to compare the
      vehicles (e.g. p.45). Explain by modeling reading the chart to the right is "faster
      than" and reading chart to the left is "slower than." Use the sentence frames:
      The _______ is faster than _____________.
      The _______ is slower than _____________.


Practice:   (We Do It)
       1. With students, place remaining Word Cards on the Venn diagram
       2. Practice chorally reading the Venn diagram using the sentence frames.


Apply and Extend:      (You Do It)
      Teams play a Card Game using Activity Pictures.
      1st Player - draw 2 card and use in both sentence frames (e.g. boat, car: The car is
      faster than the boat. The boat is slower than the car.) Return the cards to the pile.
      2nd Player - repeats process.
      Continue play



Salem-Keizer Public Schools
INTERMEDIATE                                                             Carousel of Ideas
                                                                         Unit 5 Chapter 1


                                    ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 1.4

Materials: 1 Set Activity Pictures per team, Venn diagram, Sentence Frames Posted,
          Picture Cards, Word Cards, Supplemental Lingo Bingo activity strips

Behavior Standards                 Be Respectful, Solve Problems
                                   Make Good Learning Decisions

Objective: (post)       SWBAT use comparative adjectives in order to compare and
                        contrast characteristics.

Build on prior knowledge:
        Display Picture Cards and Play "I Spy"
        Example: I spy a vehicle that is (faster than/slower than) _______. Accept any
        correct response.


Presentation:    (I Do It)
      Teacher labels the Venn diagram (big, both, small) Teacher model placing 3
      Word Cards on the Venn diagram and use sentence frames to compare the
      vehicles (E.g. p.45). Explain by modeling reading the chart to the Right is
      "bigger than" and reading chart to the Left is "smaller than." Use the sentence
      frames:
      The _______ is bigger than _____________.
      The _______ is smaller than _____________.


Practice:   (We Do It)
       1. With students, place remaining Word Cards on the Venn diagram.
       2. Practice chorally reading the Venn diagram using the sentence frames.


Apply and Extend:     (You Do It)
      Lingo Bingo Variation: Students pair up.
      1st student chooses 2 pictures from the partner's activity strip to complete the 2
      frames* then INITIAL the back of the activity strip.

       *The ______is bigger than ________.
       The ______is smaller than _______.

       2nd student complete the same process
       If time allows, signal class to complete all 4 frames (…faster than/slower
       than/bigger than/smaller than…)


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INTERMEDIATE                                                           Carousel of Ideas
                                                                       Unit 5 Chapter 1




                                   ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 2.1

Materials: Transparency 1, Picture Cards, Pocket Chart, Sentence Frames

Behavior Standards                Be Respectful, Solve Problems
                                  Make Good Learning Decisions


Objective: (post)      SWBAT prepositional phrases in order to describe location
                      of object in space..

Build on prior knowledge:
                    Review the song with Transparency 1

Presentation:     (I Do It)
      Make the headings: "on land, in the air, on water" to create 3-columns on a pocket
      chart to classify the picture cards of the vehicles. Teacher models completing the
      sentence frames:
      A _______________ travels on land.
      A _______________ travels in the air.
      A _______________travels on water.

Practice:    (We Do It)
       Teacher select a Picture Card and place it in the appropriate sentence frame, then
       read the complete sentence. (E.g. If boat is selected: A boat travels on water.)
       Repeat this process with the class chorally responding to complete the appropriate
       sentence frame.

Apply and Extend:      (You Do It)
      Pass out 2-3 Picture Cards to each team. Give teams time to practice completing
      the apprpriate sentence frame. Then teacher randomly calls on each team to share
      1 completed sentence. Continue for all Picture Cards.




Salem-Keizer Public Schools
INTERMEDIATE                                                           Carousel of Ideas
                                                                       Unit 5 Chapter 1




                                   ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 2.2

Materials:    Pocket Chart with vehicles categorized by "land, air, water," Supplemental
              Venn diagram-1 per team

Behavior Standards               Be Respectful, Solve Problems
                                 Make Good Learning Decisions


Objective: (post)     SWBAT use comparative adjectives in order to compare and
                      contrast characteristics.

Build on prior knowledge:
              Play Lingo Bingo to review where various vehicles travel by
              using sentence frames from Lesson 2.1.

Presentation:   (I Do It)
      Explain to students that vehicles can be both alike and different. Introduce the
      word, "emergency" (see p. 48). Focus on the purposes for the various vehicles.
      Model comparing and contrasting the fire engine and the ambulance on a Venn
      diagram by listing the similarities and differences on the diagram.


Practice:    (We Do It)
       With students, create a second example using a ship and a van on a Venn
       diagram.


Apply and Extend:      (You Do It)
      Each team will be given two activity pictures and a Venn diagram to place the
      pictures on. Teams can sketch and write words to describe likeness and
      differences on the Venn diagram.




NOTE: SAVE Venn diagrams for next Lesson 2.3



Salem-Keizer Public Schools
INTERMEDIATE                                                          Carousel of Ideas
                                                                      Unit 5 Chapter 1




                                   ELD Lesson Plan

                                Unit 5 Ch.1 Lesson 2.3

Materials:    Venn diagrams from Lesson 2.2, Pocket Chart with vehicles categorized
              by "land, air, water", Sentence Frames Posted

Behavior Standards      Be Respectful, Solve Problems
                               Make Good Learning Decisions


Objective: (post)    SWBAT use the conjunctions but, and in order to compare and
                     contrast characteristics.

Build on prior knowledge:
        Use an apple and an orange and complete posted sentence
        frames:
       _______and _____both______. (E.g. An orange and an apple both have seeds.)
       _______ _______ but ______         ______. (E.g. An orange is bumpy but an
       apple is smooth.)

Presentation:  (I Do It)
      Teacher model using the Venn diagram from lesson 2.1, to complete the sentence
      frames:
      _______and _____both______.
      _______ _______ but ______        ______.

Practice:    (We Do It)
       Model with a team's Venn diagram, eliciting responses from the class to complete
       the sentence frames.

Apply and Extend:     (You Do It)
      Use Numbered Heads Together - Team prepare 2 completed sentence frames
      using a Venn diagram from Lesson 2.2. Teacher calls specific number from team
      to share a completed sentence frame.




Salem-Keizer Public Schools
INTERMEDIATE                                                             Carousel of Ideas
                                                                         Unit 5 Chapter 1




                                    ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 3.1

Materials:     Transparency 1, Labels for 3-Column Chart, Pocket Chart,
               1 Set of Activity Pictures per team

Behavior Standards                Be Respectful, Solve Problems
                                  Make Good Learning Decisions


Objective: (post)     SWBAT use the conjunction, but, in order to compare and
                      contrast characteristics.

Build on prior knowledge:
       Use Transparency 1 and sing the song. Starting at the end
       of Transparency 1, sing the song backwards using "smaller than" in place of
       "bigger than" (see p. 45)

Presentation:   (I Do It)
      1. Use labels - business, personal, community - to create a 3-Column Chart on the
      pocket chart. Teacher places each Picture Card on the 3-Column Chart and
      explains why it is for business, personal, or community purposes.
      2. Teacher models choosing 2 vehicles from different columns on the chart and
      complete the sentence frame:
      A _____ is used for _______ purposes, but a _____ is used for _________
      purposes.


Practice:    (We Do It)
       Teacher selects sets of partners to repeat the process, choosing 2 Picture Cards
       and completing the sentence frame. Teacher gives support as needed. Repeat
       several times.

Apply and Extend:      (You Do It)
      Use Activity Pictures to play a Card Game.
      1st Player - Draw 2 Picture Cards and complete the sentence frame appropriately.
      Return the cards to the pile.
      2nd Player - repeat process.
      Continue to allow all players to get several turns.


Salem-Keizer Public Schools
INTERMEDIATE                                                            Carousel of Ideas
                                                                        Unit 5 Chapter 1




                                    ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 3.2

Materials:     Pocket Chart, Supplemental Pictures for Illustrated Word Bank,
               Picture Cards, Transparency 2, sentence strips, and black marker

Behavior Standards               Be Respectful, Solve Problems
                                 Make Good Learning Decisions


Objective: (post)       SWBAT use nouns and verbs in order to describe actions of
                        people, animal, and things.

Build on prior knowledge:
       Use Picture Cards to review "community, personal, and
       business" with whole class by sorting on pocket chart.

Presentation:    (I Do It)
      Use the Supplemental Pictures to introduce students to some of the more difficult
      words in the poem, "The Luckiest Truck"
      Create an Illustrated Word Bank before reading the poem.
      Then read the poem.

Practice:    (We Do It)
       Teacher models using gestures to role play some actions in the poem. Assign one
       stanza to each team. Teams are responsible to act out their stanza as the teacher
       reads the poem.

Apply and Extend:      (You Do It)
      Teams or Partners draw a picture to illustrate a part of the poem and write a
      caption to go with their picture. Save for Lesson 3.3.

       Optional: Assemble for a class book after Lesson 3.3)




Salem-Keizer Public Schools
INTERMEDIATE                                                             Carousel of Ideas
                                                                         Unit 5 Chapter 1




                                    ELD Lesson Plan

                                 Unit 5 Ch.1 Lesson 3.3

Materials:     Transparency 2, highlighter, black marker, sentence strips, scissors,
               Pocket Chart

Behavior Standards                Be Respectful, Solve Problems
                                  Make Good Learning Decisions


Objective: (post)     SWBAT to use nouns and verbs in order to describe actions
                      of people, animals, and things.

Build on prior knowledge:
       Reread the poem, "The Luckiest Truck" and have students
       share their pictures of the poem.

Presentation: (I Do It/We Do It)
      Found Poem:
      1. Teacher tells the students to listen to the poem again. While they listen, they
      will look for powerful words that create a very clear picture in the mind.
      2. Elicit the words from the students and highlight them in the poem. Partners
      discuss the words that are powerful to them while the teacher writes the
      highlighted words on sentence strips.
      3. Cut or tear sentence strips to have word cards (save these word cards for next
      Lesson 3.4).
      4. Teacher model creating a "Found Poem" using some of the word cards.
      5. Teacher read aloud the poem in a dramatic poetry voice.

Practice: (We Do It)
       Students take some think time to think about the words they would use and then
       ask for volunteers to come up to the chart to make a "Found Poem".
       SAVE this poem for Lesson 3.4.

Apply and Extend:     (You Do It)
      See next Lesson 3.4




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INTERMEDIATE                                                        Carousel of Ideas
                                                                    Unit 5 Chapter 1




                                   ELD Lesson Plan

                                Unit 5 Ch.1 Lesson 3.4

Materials: Envelope with word cards from the previous day's Found Poem

Behavior Standards      Be Respectful, Solve Problems
                               Make Good Learning Decisions

Objective: (post)     SWBAT use nouns and verbs in order to describe actions
                      of people, animals, and things.

Build on prior knowledge:
       Read aloud the Found Poem created at the end (We Do It) of
       Lesson 3.3.

Presentation:   (I Do It/We Do It)
      Review the process and teacher model another Found Poem using input from
      students.

Practice:    (We Do It)
       (included in Presentation above)

Apply and Extend:      (You Do It)
      Students work in teams to create their own Found Poems by manipulating the
      words that are in the envelopes.
      Each team will read their Found Poem to the class.
      Teachers can collect the poems and type them up to make a class book.




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INTERMEDIATE                                                           Carousel of Ideas
                                                                       Unit 5 Chapter 1




                                     ELD Lesson Plan

                                   Unit 5 Ch.1 Lesson 4.1

Materials: Sam and the Firefly, Sentence Frames

Behavior Standards                 Be Respectful, Solve Problems
                                   Make Good Learning Decisions

Objective: (post)     SWBAT to use the future tense verb, will in order to make
                      predictions and inferences about actions and events.

Build on prior knowledge:
       Do a picture walk discussion of "Sam and the Firefly"

Presentation:     (I Do It/We Do It)
      Model using prediction frames:
         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 2 students to model Think, Pair, Share process for completing the prediction
       frames.
       Students do Think, Pair, Share to make a prediction for the story.
       Read story aloud.

Practice: (We Do It)
       (continued in Lesson 4.2)


Apply and Extend:     (You Do It)
      (continued in Lesson 4.2)




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INTERMEDIATE                                                             Carousel of Ideas
                                                                         Unit 5 Chapter 1




                                    ELD Lesson Plan

                                  Unit 5 Ch.1 Lesson 4.2

Materials: Sam and the Firefly

Behavior Standards                Be Respectful, Solve Problems
                                  Make Good Learning Decisions


Objective: (post)      SWBAT to use the past tense verb, was in order to contribute
                       ideas and opinions to discussion.

Build on prior knowledge:
              (If needed - finish reading "Sam and the Firefly")
              Use pictures in book for students to look at and recall the story.

Presentation:  (I Do It)
      Model verifying teacher's prediction using sentence frame:
      My prediction was correct because _________.
      My prediction was not correct because _________.


Practice:   (We Do It)
       With students, verify 3-5 student predictions from yesterday following the same
       process teacher modeled.

Apply and Extend:     (You Do It)
      Students sketch and write about a favorite part of the book.




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INTERMEDIATE                                                             Carousel of Ideas
                                                                         Unit 5 Chapter 1




                                    ELD Lesson Plan

                                  Unit 5 Ch.1 Lesson 4.3

Materials: Sam and the Firefly, Supplemental Story Maps, Activity Sheet 8

Behavior Standards                Be Respectful, Solve Problems
                                  Make Good Learning Decisions

Objective: (post)     SWBAT use target vocabulary in order to retell actions
                      and events.

Build on prior knowledge:
              Work together to retell the story by looking at the pictures


Presentation: (I Do It/We Do It)
      Teacher models use of story map to retell story using pictures from
      Activity Sheet 8

Practice:    (We Do It)
       (see Presentation above)

Apply and Extend: (You Do It)
      Students work in teams to fill in a story map using student sketches
      and words. If time, team retells the story using their story map.




Salem-Keizer Public Schools
INTERMEDIATE                                                          Carousel of Ideas
                                                                      Unit 5 Chapter 1




                                   ELD Lesson Plan

                                Unit 5 Ch.1 Lesson 5.1

                                     2 day lesson

Materials: Picture Cards, Word Cards, Pocket Chart, Sentence Strips for each team,
           Country Spinners, Sentence Frames Posted

Behavior Standards              Be Respectful, Solve Problems
                                Make Good Learning Decisions

Objective: (post)     SWBAT to use future tense verbs in order to describe routine
                      events.

Build on prior knowledge:
       Mix and Match (i.e. pass out a Picture Card or Word Card to
       each student) for students to find their match.

Presentation:    (I Do It)
      Create sentence strips for sentences on p. 61. Color code sentence strips - "am
      going to/ will" are blue. "I…go to school, etc" are green.
      Display your sentence strips in pocket chart that use "am going to." Read these
      together. Then physically substitute "will" for "am going to" and reread each
      sentence strip with "will."
      Create sentence frames from p. 62 and display in pocket chart:
      _____ will go to _____.
      _____ will travel on_____.
      _____ will go to _____ on/in ______.
      Teacher models using spinner to determine where she/he will travel and then
      chooses a mode of travel. Teacher models using both sentence frames (simple
      sentence and combined sentence).

Practice:    (We Do It)
       Play the Spinner Game with 1 team eliciting responses for the whole class to
       complete the sentence frames. The team can practice reading their sentences.

Apply and Extend: Teams play the Spinner Game




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INTERMEDIATE                                                         Carousel of Ideas
                                                                     Unit 5 Chapter 1




                                  ELD Lesson Plan

                               Unit 5 Ch.1 Lesson 5.2

Materials: Spinner Game, 3-Column Chart, Yes Ma'am Chant Posted

Behavior Standards              Be Respectful, Solve Problems
                                Make Good Learning Decisions


Objective: (post)     SWBAT use future tense verbs in order to describe
                      routine events.

Build on prior knowledge:
              Read some of the student produced sentences from the
               previous day.

Presentation:   (I Do It)
      Make a 3-Column Chart
      1st column brainstorm and record ideas for "where will you go"
      2nd column brainstorm and record ideas for "how will you get there"
      3rd column brainstorm and record ideas for "what you will do"

Practice:    (We Do It)
       Do "Call & Response" based on "Yes Ma'am" chant using the 3-Column Chart
       and the questions:
                        Yes Ma'am
       Where will you go? To ___________.
       Where will you go? To ____________.
       How will you get there? By ___________.
       How else can you get there? By ________.
       What will you do there? _________________.
       What else will you do there? ______________.

Apply and Extend:    (You Do It)
      Use Spinner & 3-Column Chart to complete the sentence frames from the Yes
      Ma'am Chant




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INTERMEDIATE                                                          Carousel of Ideas
                                                                      Unit 5 Chapter 1




                                    ELD Lesson Plan

                                  Unit 5 Ch.1 Lesson 6

Materials: Supplemental Map for each team, Transparency of Supplemental Map

Behavior Standards               Be Respectful, Solve Problems
                                 Make Good Learning Decisions

Objective: (post)     SWBAT use target vocabulary in order to ask for, give and
                      follow multi-step directions.

Build on prior knowledge:
       Discussion of globes, maps, and compass rose.

Presentation:    (I Do It)
      Explain "compass, north, south, east, west". When going someplace it is
      necessary to have directions to get there.

Practice:    (We Do It)
       Teacher and Teams have a Supplemental Map. Teacher will give directions for
       the Teams to move the marker on their map, and then the teacher traces route on
       map transparency for teams to confirm their move was correct.

Apply and Extend:    (You Do It)
      Optional: Teams create directions from the classroom to (choose one) the library,
      the gymnasium, or the office.



Note: This is a substitute for Carousel Lesson 6.




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