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Unit #4 Food, Family and celebrations
Page 1 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: Intermediate Function(s): 6.10 Describe physical characteristics 6.5 express feelings and preferences Grade(s): 1st
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 nouns to describe the food that they prefer to eat.
SWBATU nouns and “not as much as” to describe the foods that they prefer to eat.
SWBATU adjectives to describe the food that they prefer.
SWBATU adjectives to describe the food that they prefer.
.SWBAT write a riddle describing their favorite food using all vocab and sentence frames from week.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
Milk, cheese, yogurt, chicken, ham, beef, strawberries, pears, oranges, broccoli, peas, green
beans, bread, pasta, rolls
Bacon, sausage, hotdogs, watermelon, tomatoes, cherries, carrots, cauliflower, radishes, cereal, pancakes,
smooth, rough, crunchy, squishy, hard, long, round
juicy, delicious, sweet, sour, bitter
Patterns for Prompts
What do you prefer to eat?
What do you prefer to eat? Describe the food that you prefer.
Describe your favorite food.
Students will write a riddle about a their favorite food. The students will read their riddle to their partners and partner will guess the food.
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Responses I prefer (noun). I prefer eating (noun), but
not as much as (noun). It is (adjective) and (adjective).
It is (adjective), (adjective) and (adjective).
Structured Language Practice (Tab 4)
• How will students produce language - at least 50% of lesson?
• How will you gather evidence of student learning?
Intro food items by charting them in a food pyramid *We do: Hold up a picture of a food and ask prompt. Students whisper sentence frame to a partner. *You do: A/B picture A ask question, B answers.
*We do: Hold up a picture card of a 2 foods, one used for “like” and one used for “don’t like” and have students whisper with a partner the sentence frames. *You do: Partners use a mini-poster and check off things as they describe them. (Place papers in plastic cover.)
*We do: Students whisper to a partner as teacher holds up a picture card of a food. (Or use real examples of fruits and vegetables.) *You do: Lines of communication. Side A has a picture of a food (or real food) and asks prompt. Side B answers prompt.
*We do: Listen to fruit and vegetable riddles and students guess. *You do: Put foods on backs of students (with lanyards). Students meet in A/B partners and partner A looks at the back of their partner and describes the food. B partner tries to guess. Then B partners gives clues to A partner.
Materials Plus, Routines for Teaching
and Practicing (Tab 4) Food Picture cards Food Picture cards Food Picture cards Food Picture cards journal
Week 1
Unit #4 Food, Family and celebrations
Page 2 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
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
3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes
Day
One
Day
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 1
Unit #4 Food, Family and celebrations
© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.3
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): I pr
efer
(n
oun)
.
but n
ot a
s m
uch
as
adje
ctiv
es
Notes
Date:
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Week 1
Unit #4 Food, Family and celebrations
Page 4 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: Intermediate Function(s): 6.21 Retell Actions and Events Grade(s): 1st
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 past tense verbs to describe they made a food dish.
SWBATU prepositions to describe how they prepared a food dish.
SWBATU past progressive to describe food preparation.
SWBATU sequence words and prepositions of time to describe how they prepared a food.
Students will write about how they made a food dish.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
boiled, mixed, heated, stirred, spread, chopped,
popped, cooked, put, poured, ate, popcorn, salad, rice, sandwich
on the bread, on the plate, in the bowl, in the pot, with a spoon/knife/fork, in the pan, poured, popcorn popper, kernels, butter
boiling, cooking, bubbling, heating up, cooling off, simmering, thickening, popping, softening, melting
first, next, before, after, after a few minutes, after a few more minutes, finally
Patterns for Prompts
Describe how you made (noun). Describe how you made popcorn.
Describe how we made (noun). Describe how we made popcorn.
Describe what happened as you prepared (food). Describe what happened as you prepared the popcorn.
Describe how we prepared (food.) Describe how we prepared the popcorn.
Describe how you/we prepared (food.)
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Responses
I (past tense verb) the (food). I popped the popcorn.
We (past tense verb) the (food) (preposition). We popped the popcorn in the popcorn popper. We chopped the carrots with a knife.
As we made (noun), the (noun/s) was/were (past tense progressive). As we made popcorn, the kernels were popping. As we made _________, the (nouns) were ________.
First, we (past tense verb) (preposition). Next, we (past tense verb). After that, the (noun) was (verb +ing). Finally, we (past tense verb phrase). (You may not use all of these steps every time.) Finally, we (past tense verb.)
Example: First, we poured the popcorn kernels in the popcorn popper. Next, we melted the butter. After that, the popcorn was popping. Finally, we poured the butter on the popcorn.
Structured Language Practice (Tab 4)
• How will students produce language - at least 50% of lesson?
• How will you gather evidence of student learning?
*We do: Hold up a picture card with rice/salad/sandwich/popcorn and ask prompt. Students whisper sentence frame to a partner. *You do: A/B picture cards A ask question, B answers.
*We do: Partners practice whispering sentence frame to partners. *You do: Groups of 3s use spinners with prepositions written on them. One person spins and then thinks of a sentence using the preposition.
*We do: Students whisper to a partner as teacher holds up a picture card of an action. *You do: Lines of communication. Side A has a picture of an action and asks prompt. Side B answers prompt.
*We do: Use picture cards of the 3 food items and have partners whisper steps about how it was prepared. *You do: A/B partners. Partner A has a picture card of a food item partners take turns saying the steps of how it was prepared.
Write in journal
Week 2
Unit #4 Food, Family and celebrations
Page 5 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Materials Plus, Routines for Teaching
and Practicing (Tab 4) Picture cards Spinners with prepositions
written on them Picture cards Picture cards journal
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
3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes
Day
One
Day
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 2
Unit #4 Food, Family and celebrations
Page 6 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
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): Past
tens
e ve
rbs
prep
ositi
ons
Past
tens
e pr
ogre
ssiv
e
Sequ
ence
w
ords
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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19.
Week 2
Unit #4 Food, Family and celebrations
Page 7 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: Intermediate Function(s): 6.2 Invitations, 6.3 Appreciation & compliments, 6.4 Express needs requests Grade(s): 1st
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 possessive nouns and good manners to invite to a party.
SWBATU good manners to request items.
SWBATU questions with “Do” and “Would” to help others express their needs.
SWBATU adjectives to give compliments about food.
SW participate in a role playing “meal” and choose cards that tell them what to say at the party.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
my house, my aunt’s house, my grandma’s house, my friend’s house, “Name’s”
house
fork, knife, spoon, napkin, salt, pepper, bowl of____, basket of _____, rolls, potatoes (food items from last week)
gravy, butter, cake, cookies, pie, ice cream, juice, soda, tea, water
yummy, tasty, good, delicious, (adjectives from last week)
my house, my aunt’s house, my grandma’s house, my friend’s house, “Name’s”
house
Patterns for Prompts
Would you like to come to a party at (place)?
Could you pass me the (noun), please?
Would you like some (noun)? Would you like some butter?
Give a compliment to the cook. Would you like to come to a party at (place)?
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Responses
Yes, I’d like to. Thank you for the invitation. I’d like to, but I can’t.
I’d be glad to. Here it is. Thank you.
Yes, I would like some (noun). Thanks. No thank you. I would prefer some (noun). No. I don’t want any __________. I prefer _______.
I really like the (noun) because it is/they are (adverb) (adjective).
Yes, I’d like to. Thank you for the invitation. I’d like to, but I can’t.
Structured Language Practice (Tab 4)
• How will students produce language - at least 50% of lesson?
• How will you gather evidence of student learning?
*We do: My turn, your turn (students repeat) *You do: A/B picture cards A ask invites and partner B tosses a talking chip. If it’s white, they accept, if it’s red, they decline.
*We do: Partners practice whispering sentence frame to partners while teacher holds up picture card. *You do: Students work in groups of 3’s with food picture cards spread out in front of them. They take turns asking someone to pass them an item.
*We do: Students whisper to a partner as teacher holds up a picture card. *You do: Lines of communication. Side A has a picture of new vocab and asks prompt. Side B answers prompt.
*We do: Use picture cards and have partners whisper sentence frames. *You do: Students pick a food picture card and write a sentence “complimenting” the food in their journals. Then they pick another card and write another sentence.
Set table with food picture cards or plastic food and place a napkin, fork, knife and spoon at each table. Groups of 4 students go to “place” for the dinner party and take turns choosing a dialogue card.
Materials Plus, Routines for Teaching
and Practicing (Tab 4) Talking chips Meal picture cards Meal picture cards Meal picture cards
Meal conversation cards (1 set for each group of 4) Food Conversation picture cards (1 set for each group of 4)
Week 3
Unit #4 Food, family and celebrations
© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.8
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
3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes
Day
One
Day
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 3
Unit #4 Food, family and celebrations
Page 9 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
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): Wou
ld y
ou
like.
..
Acc
ept o
r de
clin
e a
n in
vita
tion
com
limen
t
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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9
Week 3
Unit #4 Food, family and celebrations
Page 10 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: Intermediate Function(s): 6.20 Describe routine events Grade(s): 1st
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 prepositions of time to describe what they eat on a special day.
SWBATU prepositions of time and adverbs of frequency to describe what they eat on a special day.
SWBATU conjunction with to describe food that are eaten together.
SWBATU he/she pronouns to describe what other people eat on special days.”
Students will write a description of what they eat at a certain mealtime or a special holiday.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
on Mondays (etc.), Thanksgiving day,
Christmas day, your birthday, turkey, tamales,
rice, beans, pizza, (plus food from previous weeks)
usually, sometimes, never
potatoes with gravy/butter, bread with butter, pie with whip cream, hot chocolate with whip cream,
water with ice, tamales with salsa, turkey with gravy, salad with dressing
Patterns for Prompts
What do you eat/drink on (prepositions of time)?
What do you (adverb of frequency) eat/drink on (prepositions of time)?
What do you (adverb of frequency) eat/drink on (prepositions of time)?
What does (person) (adverb of frequency) eat/drink on (prepositions of time)?
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Responses
I eat/drink (food-noun) on (prepositions of time).
I (adverb of frequency) eat/drink _(food-noun)_ on (prepositions of time).
I (adverb of frequency) eats/drinks _(food-noun) with (food-noun)on (prepositions of time).
He/She (adverb of frequency) eats/drinks _(food-noun) with (food-noun)on (prepositions of time).
Describe what you eat at a special holiday.
Structured Language Practice (Tab 4)
• How will students produce language - at least 50% of lesson?
• How will you gather evidence of student learning?
*We do: My turn, your turn (students repeat) *You do: A/B picture cards A ask question and partner B responds.
*We do: Partners practice whispering sentence frame to partners while teacher holds up picture card. *You do: Students work in groups of 3’s with food picture cards spread out in front of them.
*We do: Students whisper to a partner as teacher holds up a picture card. *You do: Use spinners (with food groupings) and have groups of 4s work with them asking prompt and answer.
*We do: Use picture cards and have partners whisper sentence frames. *You do: Lines of communication. Side A has spinner and asks prompt. Side B answers. Then write a ticket of the door.
StuMaterials Plus, Routines for Teaching
and Practicing (Tab 4) Picture cards Picture cards Picture cards –
Spinners with food groupings Picture cards Spinners with food groupings journal
Week 4
Unit #4 Food, family and celebrations
Page 11 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
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
3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes
Day
One
Day
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 4
Unit # Title
© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.12
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): Prep
ositi
on
of ti
me
Adv
erb
of
freq
uenc
y
Con
junc
tion
“with
”
He/
She
eats
/dri
nks
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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19.
Week 4
Unit # 4 Food, family and celebrations
Page 13 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
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)___.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
Patterns for Prompts
to re-teach
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Responses to re-teach
Structured Language Practice (Tab 4)
• How will students produce language - at least 50% of lesson?
• How will you gather evidence of student learning?
Materials Plus, Routines for Teaching
and Practicing (Tab 4)
Week 5 Re-teach or Assess
Unit # 4 Food, family and celebrations
Page 14 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
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
3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes
Day
One
Day
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 5 Re-teach or Assess
Unit # 4 Food, family and celebrations
Page 15 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
g
, oranges, broccoli, , green beans, pasta, rolls
Unit # 4 Food, family and celebrations
Page 16 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 17 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 18 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 19 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 20 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 21 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Meal picture cards
Unit # 4 Food, family and celebrations
Page 22 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 23 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 24 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Meal Conversation cards
Would you like to come to a party at ______.
Could you pass me the salt, please?
Could you pass me the pepper, please?
Could you pass me a napkin, please?
Could you pass me a fork, please?
Could you pass me a spoon, please?
Unit # 4 Food, family and celebrations
Page 25 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Could you pass me a knife, please?
Could you pass me the gravy, please?
Would you like some butter?
Would you like some pie?
Would you like some cookies?
Would you like some ice cream?
Unit # 4 Food, family and celebrations
Page 26 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
I really like the ____________ because_________.
I really like the ______________ because___________.
Would you like some juice?
Would you like some soda?
Would you like some water?
Would you like some gravy?
Unit # 4 Food, family and celebrations
Page 27 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
I really like the ______________ because_________.
I really like the ____________ because___________.
Would you like some tea?
Could you pass me the butter?
I really like the cookies because they are _________.
I really like the potatoes because they are _____.
Unit # 4 Food, family and celebrations
Page 28 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Week 4 Food Picture Cards
Unit # 4 Food, family and celebrations
Page 29 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Food Grouping Picture Cards
Unit # 4 Food, family and celebrations
Page 30 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit # 4 Food, family and celebrations
Page 31 of 31 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved
Food Grouping Spinner
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