Week 1 Unit #4 Food, Family and celebrations...sentence frames from week. Topic Specific Vocabulary “Bricks” and / or ham, beef, strawberries, pears, Grammatical Forms “Mortar”

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



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

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© 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

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Week 1



Level: Intermediate Function(s): 6.21 Retell Actions and Events Grade(s): 1st


Daily Objective



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.




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


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.




*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




and Practicing (Tab 4) Picture cards Spinners with prepositions

written on them Picture cards Picture cards journal







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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

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Week 2



Level: Intermediate Function(s): 6.2 Invitations, 6.3 Appreciation & compliments, 6.4 Express needs requests Grade(s): 1st


Daily Objective



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.




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


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”


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.




*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.


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








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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

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9

Week 3



Level: Intermediate Function(s): 6.20 Describe routine events Grade(s): 1st


Daily Objective



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.




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


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”


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.




*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









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Week 4

Unit # Title




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

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Week 4

Unit # 4 Food, family and celebrations



Daily Objective







to re-teach

Lang

uage

Pat

tern

s “M

orta

r”

Patterns for Responses to re-teach





and Practicing (Tab 4)

Week 5 Re-teach or Assess






You Do It: Structured Independent Practice Wrap-Up & Reflection


Day

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Week 5 Re-teach or Assess



g

, oranges, broccoli, , green beans, pasta, rolls













Meal picture cards







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?



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?



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?



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 _____.



Week 4 Food Picture Cards



Food Grouping Picture Cards





Food Grouping Spinner

Documents

Week 1 Unit #4 Food, Family and celebrations...sentence frames from week. Topic Specific Vocabulary “Bricks” and / or ham, beef, strawberries, pears, Grammatical Forms “Mortar”