eld lesson plan · web vieweld lesson plan unit 3 ch 4 lesson 1.1 materials theme picture #13,...

EARLY INTERMEDIATE Carousel of IdeasUnit 3 Chapter 4

ELD Lesson Plan

Unit 3 Ch 4 Lesson 1.1

Materials Theme Picture #13, Activity Pictures – 2 Sets per pair or team

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

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

Build on prior knowledge

Display Theme Picture #13 and sing “Old McDonald Had a Farm” pointing to theappropriate animal in the Theme Picture (TP).

Presentation (I Do It)Teacher uses Picture Cards (PC) and names each animal

Practice (We Do It)Teacher uses PCs like flash cards for students to say animal name together.

Apply and Extend (You Do It)Students use Activity Pictures (AP) to play concentration naming each animal thatis turned over.

Note: Most students are familiar with playing concentration using AP.

Salem-Keizer Public Schools


ELD Lesson Plan


Materials Picture Cards, Word Cards, Activity Pictures – 1 set, Blank Paper (optional)


Objective: (post)SWBAT use adjectives and nouns in order to describe physical attributes.


Use Picture Cards to ask yes/no questions (see p.417).

Presentation (I Do It)Teacher use 2-3 riddles on p.418 for class to answer.

Practice (We Do It)Teacher assists the students is making a riddle for a Picture Card (PC) using 2-3 descriptors like example.

It has _______.It is ________.It says, “______.”It gives us ___.What is it?

Apply and Extend (You Do It)

Give pairs of students a secret Activity Picture to make up a riddle. Optional: Students may write their riddle on paper and illustrate the answer.Partners ask the class the riddle they made up.



ELD Lesson Plan


Materials Chart p. 421, Activity Pictures – 2 sets per team


Objective: (post) SWBAT use singular & plurals nouns in order to express needs andmake requests.


Sing “Old MacDonald” or other farm song.

Presentation (I Do It)Display the chart on p.421. Use 2 sets of Activity Pictures (AP) to demonstrate1 chicken – 2 chickens (adding –s for more than 1)

Practice (We Do It)Teacher and students continue using AP to demonstrate 1 rooster – 2 roosters. Complete chart in this manner.Review rules for card game, “Go Fish”

Apply and Extend (You Do It)Teams play “Go Fish” using AP.

Do you have a _____?Yes (give the card to the one who asked)* or No, Go Fish! (draw another card from pile)

*Now, I have 2 ____(s).



ELD Lesson Plan


Materials Chart p. 421 from Lesson 2.1, IDEA PICTURE DICTIONARIES, Picture Cards, Word Cards


Objective: (post)SWBAT use simple verbs and adjectives of color in order to describe actions.


Choral read the singular and plural chart from Lesson 2.1 (p. 421) in 2 groups. Group A says the singular form with Group B saying the plural form. Repeatwith Group B saying singular and Group A saying the plural forms.

Presentation (I Do It)Teacher models choosing a Picture Card (PC) and finding that animal in theIDEA-DICTIONARY. Teacher models describing the animal using a simple verband an adjective of color.

The _____ is (color). The goat is white.The _____ is (action). The goat is eating.

Practice (We Do It)Teacher selects another PC, finds it in the Dictionary and asks, “What color is this animal?” Teacher and students say, “The _____ is _____.” Teacher asks,“What is the ____ doing?” Teacher and students say, “The is ______-ing. Repeat with Group A asking the question and Group B responding.

What color is this animal? The ____ is _____.What is the ____ doing? The ____ is _____-ing.

Apply and Extend (You Do It)Students use a Talking Stick to practice describing animals in the Dictionary usingsimple verbs and adjectives of color. The student with the Talking Stick selects ananimal in the Dictionary for the group to ask each question. Students with theTalking Stick gets to answer the questions.



ELD Lesson Plan


Materials Realia – 3 objects & Labels for small, medium-sized, big Picture Cards, Word Cards, Pocket Chart


Objective: (post)SWBAT use adjectives of size, small, medium-sized, big and an adjective ofcolor in order to describe physical characteristics.


Ask students to name animals of a given color. Tell your partner an animal that is brown, white, etc.

Presentation (I Do It)Tell students we can describe animals using characteristics like color, size, and what they do for us. Show 3 objects to represent small, medium-size, and big. Sort the animals into 3 groups to reflect 3 sizes in the pocket chart. Use sentence frames to describe size characteristics.

A ____ is small. A _____ is medium-sized. A _____ is big.

Practice (We Do It)Teacher pointsto an animal in the pocket chart and students do choral response to describe the animal using the appropriate sentence frame.(I Do It) then (We Do It)Teacher models describing an animal using adjective of color and size.

The _____ _____ is ______. The brown rooster is medium-sized.The medium-sized rooster is brown.

Note: It may be helpful to write color and size adjectives on word cards and manipulate with Picture Cards in the sentence frame, placing the sentence frame in the pocket chart.

Apply and Extend (You Do It)Use Lines of Communication for students to practice describing characteristicsof animals using size, color, then size and color. Line A – each student has a Picture Card (PC)Line B – responds to teacher prompts*

*What size is it? What color is it? What size and color is it?

Rotate 1 person from Line A to the end, so Line B students are looking at a different partner with an animal. Teacher repeats the prompts.

Trade roles – Line B holds the PC for Line A to answer the prompts.



ELD Lesson PlanUnit 3 Ch 4 Lesson 3.2

Materials Picture Cards, Word Cards, Lingo Bingo activity stripsBehavior Standards Be Respectful, Solve Problems, Make Good Learning DecisionsObjective: (post)

SWBAT use target vocabulary in order to describe actions. Build on prior knowledge

Pass out Picture Cards (PC) and Word Cards (WC) to students and have them find their match (PC with matching WC). Teacher describes an animal using color and size and the students holding the animal(s) described sit down.

Presentation (I Do It)Display PC & WC in pocket chart with students chorally responding as theyare displayed. Teacher describe an animal by what it gives us or does for people and remove that from the pocket chart. (e.g. Pigs give us bacon.) Repeat foranother PC and remove that PC (e.g. Sheep give us wool so we can make clothes.)

Practice (We Do It)Ask for a volunteer to describe an animal in the pocket chart by what it gives usor how it helps people. The volunteer removes the appropriate PC. Repeat withseveral volunteers describing an animal using the sentence frame.

A _____ gives us _____.A_____ helps us ______.

(I Do It) Replace PCs in pocket chart. Teacher model with a puppet a structured dialogue

#1 What animal do you like? (or don’t you like?) #2 I like the _____. (or don’t like.)#1 Why do you like _____? (or don’t you like.)#2 I like the _____ because it gives us/help us ______. (or don’t like)

Note: Do not add the negative (don’t like) if students aren’t ready for this much language.

(We Do It)Teacher model with a student playing Lingo Bingo using the activity strips.Teacher is #1 and student is #2. #1 shows their activity strip and asks questions for #2 to answer following dialogue. #1 and #2 trade roles then each initial each other’s activity strip.

Apply and Extend (You Do It)

Each student is given an activity strip and begins playing Lingo Bingo using thestructured dialogue. When someone fills their activity strip with initials, they saywith enthusiasm, “Lingo Bingo!” You may continue the game until everyone fillstheir strip with initials following the dialogue.



ELD Lesson Plan


Materials Sentence Construction Chart, Picture Cards, Word Cards


Objective: (post)SWBAT use adjectives and prepositional phrases in order to describe actions.

Build on prior knowledgeSing a verse or two of “Old MacDonald.”

Presentation (I Do It)Display the sentence construction chart with target vocabulary nouns listed. Tell students they will help you fill in the chart with words they’ve been using to describe these animals – adjectives of color and size.

adjective(describe)

noun(animals)

verb(actions)

prepositional phrase(where?)

hengoathorsebee

Practice (We Do It)Teacher illicit from students, adjectives of color and size that describe the farm animals in the Picture Cards (e.g. small, medium-sized, big, brown, white, etc);actions animals do, and places farm animals are.Using sticky notes, select 2 adjectives, 1 noun, 1 verb, and 1 prep. phrase to sing the sentence to the tune of “Old MacDonald”(e.g. A big brown horse walks to the barn, EIEIO)Teacher models writing the sentence on a sentence strip. Repeat with students.

Apply and Extend (You Do It)Partners use the chart to create a sentence to write on a sentence strip and share with the class.



ELD Lesson Plan


Materials Blank paper


Objective: (post)SWBAT use the conjunction because in order to express feelings and preferences.


Brainstorm pets students know.

Presentation (I Do It)Teacher model sketching a personal pet while describing why it wasor was not a good pet. Teacher model using the frame to express pet preferences.

_____ is/is not a good pet because ______.

Practice (We Do It)Students think about a pet that is or is not a good pet and sketches a pet.Teacher asks student volunteers about they pets they sketched.

“Is a ____ a good pet?” Student answers using the frame.____ is/is not a good pet because ______.

Repeat several times.

Apply and Extend (You Do It)Use Lines of Communication for students to express preferences regardingthe pets they sketched.Line A looks at Line B’s picture and asks, “Is ___ a good pet?”Line B answers, “____ is/is not a good pet because _____.A and B change role.Rotate Line B so students face a new partner and repeat.



ELD Lesson Plan


Materials Real Objects: fur, feather, hard shell, scales (or Rainbow Fish book)Theme Pictures #7 & #13, Animal Coverings Chart p. 424


Objective: (post) SWBAT use descriptive nouns in order to request assistance and clarificaton.


Show and name the real objects and allow students to pass them around if possible.

Presentation (I Do It)Display Theme Pictures (TP) #7 & #13 and model naming some of theanimals’ coverings.

Practice (We Do It)Display Chart p. 424 and use prompt: Does a _____ have ____?Teacher completes the chart with students. Model Asking & Answering Questions using the chart.

Does a ____ have a _____?Yes/no, a ____ has _____.

Teacher asks a question using the chart for students to chorally answer.Student volunteer asks a question for class to answer. Repeat multiple times.

Apply and Extend (You Do It)Partners take turns asking and answering the prompt using the response frame.



ELD Lesson Plan


Materials Picture Cards, Toy Farm Animals if available


Objective: (post)SWBAT use adjectives and verbs in order to describe physicalcharacteristics.


Use student sketches from Lesson 3.4 and discuss pet preferences.

Presentation (I Do It) Select a Picture Card (PC) or toy farm animal and describe its size, color,# of legs, how it moves, and its covering.

____ are small/medium-sized/big.They have ___ legs.They are can ___ and _____ ._____ are (color)____.______ have (covering) _____.

Practice (We Do It)Place toy animals or Activity Pictures in a container. Ask a volunteer to select an animal and make several descriptive statements. Students may give a score forthe number of descriptive statements the student can make (1 point/statement).

Apply and Extend (You Do It)Students work in small groups using Activity Pictures or Toy Animals in a container to play the describing game modeled above.



ELD Lesson Plan


Materials Big Red Barn by Margaret Wise Brown


Objective: (post) SWBAT use the verb will in order to make and report observations.


Show the cover of the book and have students tell what they see.

Presentation (I Do It)Show pictures in the book and ask students to think about words theyexpect to hear in the story. Tell students some stories have happy endings andsome are sad.

Practice (We Do It)Have students share words they expect to hear in the story and predictif the story will be happy or sad. Have students make predictions aboutthe ending of the story.

I predict the story will have a happy/sad ending.Read the story aloud.

Apply and Extend (You Do It)Students discuss if their predictions were accurate and what words theyexpected to hear that were in the story.

Teacher reread the story.



ELD Lesson Plan


Materials Big Red Barn by Margaret Wise Brown


Objective: (post) SWBAT use the nouns, dark, light in order to share personal information.

Build on prior knowledgeAsk students to recall what the story is about. Discuss what the

animals did during the day and at night. Discuss how day and nigh aredifferent – dark and light.

Presentation (I Do It)Teacher relates personal experiences they do in the day and during the night.

When it’s dark, I _______________.When it’s light, I ________________.

Practice (We Do It)Teacher makes a chart (p. 428) for students to brainstorm things they dowhen it’s light and dark.Teacher model using the chart to make a 7-up sentence. The class silently counts the number of words in the sentence using their fingers. If the sentencedoesn’t have 7 or more words, class says, “Try again.” If the sentencehas 7 or more words, class says, “Very interesting!”

Teacher: When it’s dark, I sleep. (5)Class: Try againTeacher: When it’s dark, I fall asleep in my chair.Class: “Very interesting”

Repeat with a student making a statement and class counting words.

Apply and Extend (You Do It)Students are in pairs to use the chart and take turns making 7-up sentences.



ELD Lesson Plan


Materials Transparency 33, ¼ sheets of paper, Small pieces of paper #’d 1-4


Objective: (post)SWBAT use adverbs, sleepy, excited, lazy, scared in order to describeactions.


Sing, “If You’re Happy & You Know It – Clap Your Hands”

Presentation (I Do It)Display Transparency 33 and write scared, excited, sleepy, lazy on theboard. Read the 4 words on the board and ask students to predict which word describes each animal.

Practice (We Do It)Students number their paper from 1-4 and write the word they think describes each animal. Share the appropriate response with students.

1. The horse acts sleepy. 2. The lamb acts excited. etc.Using small papers numbered 1-4, draw a # and use the appropriate descriptor.

#3 The pig acts lazy.Student volunteer draws a number and says appropriate sentence.

#4 The chick acts excited.

Apply and Extend (You Do It)Small groups have #’d paper to take turns drawing a # and saying the appropriate sentence.



ELD Lesson Plan


Materials Transparency 33, Chart p. 430


Objective: (post)SWBAT use adverbs in order to express feelings.


Display Transparency 33. Alternate girls and boys saying the appropriatesentence to describe an animal teacher selects from the transparency.

Presentation (I Do It)Teacher model using day and night and feeling to describe personal experiences.

Practice (We Do It)Display chart p. 430. Read each sentence frame. Students Think, Pair, Shareto complete each sentence frame.Then students think of experiences for each feeling (lazy, excited, scared, sleepy).

Person A: When do you feel _____?Person B: I feel ____ when _____.Person A: (Ask question for another feeling.)Person B: (respond using frame)

Apply and Extend (You Do It)Assign roles for the Interview modeled above. If time allows, have students report to the class. E.g. Juanita feels excited when she goes to a fiesta.



ELD Lesson Plan


Materials Feelings vocabulary on word cards for small groups


Objective: (post)SWBAT use the conjunction when in order to express feelings.


Use questions from the interview in Lesson 5.2. Call on volunteers to respond.

Presentation (I Do It)Teacher display feelings vocabulary on board and read each feeling. Teacher thenmodel acting a feeling for class to guess (like charades). When the class guesses,the teacher uses the feeling word in a sentence.

I feel _____ when _____.

Practice (We Do It)Teacher draws another feelings card to play Charades. The student that is calledon to guess the feeling, uses the word in a sentence, then draws the next card to act out. Repeat until students are familiar with Charades routince.

Apply and Extend (You Do It)Small groups play Charades



ELD Lesson Plan


Materials Activity Sheet 147 – copies for individuals or partnersPicture Cards for characters in Reader’s Theater


Objective: (post) SWBAT use target vocabulary in order to describe actions.


Discuss what characters are.

Presentation (I Do It)Display Picture Cards for characters in the Reader’s Theater (Activity Sheet 147). Tell students they will be the characters and should thinkabout using a different voice. Teacher model reading AS 147, changingvoices for the various animals.

Practice (We Do It)Teacher and students do choral reading of AS 147. Discuss the reading. Assign roles to partners and reread “Where’s the Farmer?”Repeat

Apply and Extend (You Do It)Divide students into groups to practice the reading with expression. Each group will perform the reading for the class.


eld lesson plan · web vieweld lesson plan unit 3 ch 4 lesson 1.1 materials theme picture #13,...

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