Grade level teams plan collaboratively to identify:€¦ · Web viewSWBATU past tense and adjectives to describe weather. SWBATU ... Side B answers using the picture card word and

Unit #3 Weather

Level: Intermediate Function(s): 6.10 Describe physical characteristics Grade(s): 2nd

Weekly PlannerDay One Day Two Day Three Day Four Day Five

Daily ObjectiveStudents will be able to

use (topic vocabulary or pattern)___ in order to ____(language use)___.

SWBATU past tense and adjectives to describe weather.

SWBATU past tense, adjectives to describe the weather and clothing.

SWBATU the conjunction “so” to describe the weather and clothing.

SWBATU adjectives to describe and clothing.

SWBAT write a description of the weather yesterday and what they wore.

Topic Specific Vocabulary“Bricks”

and / orGrammatical Forms “Mortar”

to support the patterns for prompt / response below

Windy, breezy, rainy, foggy, icy,

cloudy snowy, cold, warm, cool, hot

Nouns: jacket, shorts, scarf, mittens, hat, pants, boots, shorts, skirt, raincoat, sunglasses

Nouns: gloves, Sandals, baseball cap, skirt, raincoat, sunglasses

Noun: brim, zipper, stripes, spots, buckles, pockets, strings, brim Adjectives: soft, fuzzy, furry, comfortable, uncomfortable, long, short,

All

Lang

uage

Pat

tern

s “M

orta

r”

Patterns for Prompts What was the weather like? What did you wear yesterday? What did you wear yesterday?

What was/were the (article of clothing) like? What was the skirt like? What were the gloves like?

What was the weather like yesterday? What did you wear?

Patterns for Responses

It felt/looked (adjective) and (adjective).It looked cloudy and rainy.

Yesterday, it felt/looked (adjective) and (adjective). I wore (article of clothing).

Yesterday, it felt/looked (adjective) and (adjective) so I wore (article of clothing).

It was/They were (adjective) with (adjective.)

It was soft with stripes.

Yesterday, it felt cold and windy so I wore boots. They were red with stripes.

Structured Language Practice (Tab 4)

How will students produce language - at least 50% of lesson?

How will you gather evidence

of student learning?

A/B partners: A partner asks prompt and B partner answers

Talking Stick in groups of 3s: Person with talking stick asks the prompt to each of the other 2 students. They each answer. Then they pass the stick to the next student.

Lines of Communication: Side A has one weather picture card and they ask prompt. Side B answers using the picture card word and another word of their choice to fill in sentence frame. (Student A has a picture of “cloudy” and asks, “What did you wear yesterday?” Student B says, “Yesterday, it looked cloudy and cold so I wore a jacket.

A/B partners: A partner has a word clothing card and asks prompt. B partner makes up a description and answers.

Materials Plus, Routines for Teaching

and Practicing (Tab 4)Talking sticks Weather picture cards Index cards with clothing

articles Writing journal

Page 1 of 24 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved

Week 1

Unit #3 WeatherOpening: Bring

to Life & State Objective

I Do ItModel New Language

I/We Do ItModel 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

Two

Day

Thre

eDa

y Fo

urDa

y Fi

ve


Week 1

Unit #3 Weather

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): It fe

lt/lo

oked

(a

djec

tive)

an

d (a

djec

tive)

.I w

ore

(arti

cle

of

clot

hing

).

Con

junc

tion

“so”

It w

as/T

hey

wer

e (a

djec

tive)

w

ith

(adj

ectiv

e.)

Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.3

Week 1

Unit #3 Weather

Level: Intermediate Function(s): 6.12 Describe actions Grade(s): 2ndWeekly Planner

Day One Day Two Day Three Day Four Day FiveDaily Objective

Students will be able to use (topic vocabulary or

pattern)___ in order to ____(language use)___.

SWBATU describe actions during different season using past tense verbs.

SWBATU did and didn’t to describe actions during different seasons.

SWBATU past progressive to describe actions.

SWBATU conjunction “but” and verbs “wasn’t and weren’t” to describe actions during a season.

SWBAT write a description of what they did and didn’t do in each season.




Seasons: Summer fall winter spring

Verbs: sledded, played, splashed, swam, raked leaves, carved a pumpkin, jumped in

puddles, flew a kite

Verbs: skated/skate, Built/build a sandcastle, built/build a snowman, sled, play, splash, swim, rake, carve, jump, fly

Verbs: sprint, skate, skip, race, slip, play soccer/football/basketball

Snow, leaves, pumpkins, wind, water, ice, people, rain All

Lang

uage

Pat

tern

s “M

orta

r”

Patterns for Prompts

What did you do in the (season)? What did you do in the winter?

What did you do in the _(season)?What did you do in the summer?

What was she/he going to do in the (season)?

What was she going to do in the fall?

What was she/he going to do in the (season)?

What was he going to do in the fall?

What did you do in the (season)? Write about each season.


I (past tense verb) in the _(season).I sledded in the winter.I splashed in the summer.

I (past tense verb) but I didn’t (verb).I splashed but I didn’t sled.

In the (season)_, she was going to (verb).

In the fall, she was going to rake.In the summer, she was going to swim.

In the (season), she was going to (verb or verb phrase) but there wasn’t /weren’t any (noun).

In the fall, she was going to rake, but there weren’t any leaves.

In the fall, I raked leaves but I didn’t sled. I was going to sled, but there wasn’t any snow.





A/B Partners- Partner A pulls out a season card and ask, “What did you do in the (summer)?” Partner B answers using pattern for response. Ex. I splashed in the summer.Then partner B picks a card and asks question. Partner A answers and repeat again.

Lines of Communication:Line A holds season card and asks, “What did you do in the (season)?” Line B answers. Switch lines half way through.

Talking sticks in groups of 3 – Person with the talking stick asks one of the questions. Pass the talking stick to a person to answer.Then pass stick to someone else for new question.

Groups of 3 season spinners- Person 1 spins spinner and asks prompt.Person 2 answers.


and Practicing (Tab 4)

*Seasons chart - Make a chart with 4 columns for each season. Add verbs that match each season with students. *Season spinner

*Seasons chart-add vocab*Season cards

*Seasons chart-add vocab*Talking stick*Season spinner

*Seasons chart-add vocab*Season cards Writing journal

Opening: Bring to Life & State Objective






Week 2

Week 2

Unit #3 Weather3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes

Day

One

Day

Two

Day

Thre

eDa

y Fo

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Week 2

Unit #3 WeatherUnable to produce language = 0 Able to produce language using scaffolds = — Able to produce language independently = I

Teacher:

Language Function:

ELD Level(s): I (pa

st te

nse

verb

) in

the

_(se

ason

).

I (pa

st te

nse

verb

) bu

t I d

idn’

t ___

___.

In th

e (s

easo

n)_,

sh

e w

as

goin

g to

(v

erb)

.

... b

ut th

ere

was

n’t

/wer

en’t

any

(nou

n).

Notes

Date:

1.

2.

3.

4.

5.

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7.

8.

9.

10.

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13.

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18.

19.

Level: Intermediate Function(s): 6.20 Describe routine events Grade(s): 2nd

Weekly Planner


Week 3

Unit #3 WeatherDay One Day Two Day Three Day Four Day Five



SWBATU present tense verbs with “usually” to describe actions.

SWBATU “sometimes” to describe what they do during a season.

SWBATU verb phrases with the word “usually” to describe what they do during a season.

SWBATU adverbs of frequency to describe events during a season.

SWBATW about something they do.




Seasons: Summer FallWinter Spring*taste lemonade

rake leavesthrow snowballs

play soccer

*eat ice creamcarve pumpkinsswim, fly kites, sip hot chocolate

Refreshing, cool, exciting, windy, freezing, delightful, tasty, pleasant, fun

oftenrarelynever

All

Lang

uage

Pat

tern

s “M

orta

r” Patterns for Prompts

What do you do in the_(season)_?What do you do in the summer?

What do you do in the (season)_?What do you do in the winter?

When do you usually (verb phrase)?When do you usuallytaste lemonade?

What do you usually/sometimes/often/rarely do in the (season)?What do you usually do in the winter?

When do you usually do something?


I/We usually (verb phrase) in the (season).

We usually play soccer in the summer.

I/We usually (verb phrase in the (season) ) , but sometimes I/we (verb phrase). I usually play soccer in the summer but sometimes I fly kites.

I/We usually (verb phrase) in the (season) because it’s (adjective).I usually taste lemonade in the summer because it’s refreshing.

I usually/sometimes/often/rarely (verb phrase) in the (season) but I never (verb phrase).

I usually throw snowballs in the winter, but I never fly kites.

I usually taste lemonade in the summer because it’s tasty. We sometimes throw snowballs in the winter but I rarely drink hot chocolate.





A/B Partners- Partner A spins season spinner and asks, “What do you do in the (season)?” Partner B answers using pattern for response. Ex.. I usually rake leaves.Then partner B picks spins spinner and asks question. Partner A answers and repeat .

Lines of Communication:Line A spins season spinner and asks, “What do you do in the (season)?” Line B answers, “I usually carve pumpkins but sometimes I bake pumpkin pie .” Then, switch lines.

Groups of 3 with talking stick Person 1 chooses an index card from pile and asks “When do you usually _____ ?Person 2 answers with response frame.Person 3 answers same question with a different response. Then pass talking stick and that person asks a new question.

Talking chips with a partner: Student 1 will ask the question, Student 2 will toss talking chip and answer. If the talking chip lands on white, they will use sometimes or often. If the talking chip lands on red, they will use rarely or never.Ex. When do you usually eat ice cream?I usually eat ice cream in the summer, but often I eat it in snow.

Students will write about something they do during each season on the season wheel chart.


and Practicing (Tab 4)Season spinners Season spinners Copies of verb phrases Talking chips Regular size copies of season

chart


Opening: Bring to Life & State Objective






Day

One

Day

Two

Day

Thre

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Unit # 3 weather



Teacher:

Language Function:

ELD Level(s): I/We

usua

lly

(ver

b ph

rase

) in

the

(sea

son)

.

... b

ut so

met

imes

I/w

e (v

erb

phra

se).

... b

ecau

se

it’s

(adj

ectiv

e).

... b

ut I

neve

r (ve

rb

phra

se).

Notes

Date:

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2.

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6.

7.

8.

9.

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9


Week 3

Unit # 3 weather

Level: Intermediate Function(s):6.25 Discuss time using clocks, calendars and timelines Grade(s): 2nd

Weekly PlannerDay One Day Two Day Three Day Four Day Five



SWBATU use sequence words (before/after) to discuss time relationships between month of the year.

SWBATU sequence words to discuss time relationships between months of the year and seasons.

SWBATU the word “most” to describe when events occur most often during certain months and seasons.

SWBATU superlatives to describe months of the year.

SWBAT play a board game incorporating all of the sentence frames from the week.




Months:January February March April May June July August September October

November December

Months and seasonsWinter, Spring, Summer, Fall

Months and seasonsRain snow fog sunclouds

Months and seasonsRainiest snowiestFoggiest sunniestCloudiest coldestHottest warmest

Lang

uage

Pat

tern

s “M

orta

r”


What month comes before/after (month)?What month comes before June?

What month/season comes before and after (noun)? What season comes before and after summer?

What month/season has the most (noun)?What month has the most rain?

What month/season is the (superlative)? All


_______ comes before/after _______.May comes before June.

______ comes before ______ and ______ comes after.Spring comes before summer and spring comes after winter.

(Month) has the most (noun). January has the most rain.

(Month) is the (superlative).January is the coldest. All





A/B Partners – Partner A asks, “What month comes before/after ______?” Partner B responds with, “____comes before/after ______.” Then, partner B asks partner A the question and partner A responds. Then they go and find new partners and repeat.

Around the world (groups of 4): Person 1 is the questioner. They ask a new question to each of the three players. When all 3 have been asked and answered. Switch and make a new person #1.Ex. Q - What season comes before and after winter? Person 2: Fall comes before winter and spring comes after winter. Q – What month comes before and after August? Person 3: July comes before August and September comes after August. Continue on with person 4.

Spinners in groups of 3: Person 1 spins. Person 2 asks question. Person 3answers.Ex. What season has the most sun? Summer has the most sun.

Lines of Communication:Line 1 asks question and holds index card and line 2 answers. Ex. What season is the warmest? Summer is the warmest.

Play board game using months, seasons and weather words to review and practice patterns of response for the week.


and Practicing (Tab 4)A/B cards Spinners with weather words Copies of superlative cards

(enough for ½ the class)Board game with questions on index cards


Week 4

Unit # 3 weatherOpening: Bring

to Life & State Objective






Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

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Week 4

Unit #3 weather



Teacher:

Language Function:

ELD Level(s): ____

___

com

es

befo

re/a

fter

____

___.

____

__ c

omes

be

fore

___

___

and

____

__ c

omes

af

ter.

(Mon

th) h

as

the

mos

t (n

oun)

.

(Mon

th) i

s th

e (s

uper

lativ

e).

Notes

Date:

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2.

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4.

5.

6.

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8.

9.

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11.

12.

13.

14.

15.

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17.

18.

19.

© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.12

Week 4

Week 5 Re-teach or Assess

Unit # 3 WeatherWeekly Planner

Day One Day Two Day Three Day Four Day FiveDaily Objective

Students will be able to use (topic vocabulary or

pattern)___ in order to ____(language use)___.

. .




Lang

uage

Pat

tern

s “M

orta

r”


to re-teach

Patterns for Responsesto re-teach






and Practicing (Tab 4)


Unit # 3 WeatherSeason ChartWinter Spring Summer Fall


Unit # 3 Weather

taste lemonade rake leaves

throw snowballs carve pumpkins

swim in the pool fly kites

sip hot chocolate eat ice cream


verb phrases

Unit # 3 Weather

cardsPage 16 of 24 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved

Weather Picture cards

Unit # 3 Weather


breezy

Unit # 3 Weather

rainiest snowiest

foggiest sunniest

cloudiest coldest

hottest warmest


superlatives

Unit # 3 WeatherWeek 4 Gameboard cards

What month comes before July? What month comes before December?

What month comes before August?

What month comes before September?

What month comes after June? What month comes after January?

What month comes after October? What month comes after March?


Unit # 3 Weather

What season comes before spring?

What season comes before winter?

What season comes before fall? What season comes before summer?

What season comes after spring? What season comes after winter?

What season comes after fall? What season comes after summer?


Unit # 3 Weather

What month has the most rain? What month has the most snow?

What month has the most wind? What month has the most fog?

What month has the most clouds? What season has the most rain?

What season has the most snow? What season has the most wind?


Unit # 3 Weather

What month is the snowiest? What month is the rainiest?

What month is the foggiest? What month is the sunniest?

What month is the cloudiest? What month is the coldest?

What month is the hottest? What month is the warmest?


Unit # 3 Weather

What season is the snowiest? What season is the rainiest?

What season is the foggiest? What season is the sunniest?

What season is the cloudiest? What season is the coldest?

What season is the hottest? What season is the warmest?


Unit # 3 Weather


Season Spinners

Documents

Grade level teams plan collaboratively to identify:€¦ · Web viewSWBATU past tense and adjectives to describe weather. SWBATU ... Side B answers using the picture card word and