grade level teams plan collaboratively to identify: · web view3 - 6 minutes 5 -7 minutes 8-12...

Unit 3 Odd Weatherh

Level: B/EI Function(s): 5.8 Describe actions Grade(s): 4thWeekly 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 adjectives to describe the weather.

SWBATU adjectives to ask questions about the weather. SWBATU superlatives to

contrast the weather.SWBATU superlatives to contrast the weather

SWBAT write a narrative describing the weather.

Topic Specific Vocabulary“Bricks”

and / orGrammatical Forms “Mortar”

to support the patterns for prompt / response below

Cold, wet, sunny hot, cool, warm,

Describe the weather using adjectives.

Windy, rainy , icy, foggy, snow, stormy

Cold, colder, hot, hotter, cool, cooler

Warm, warmer, sunny, sunnier, windy, windier Putting it all together

Lang

uage

Pat

tern

s “M

orta

r”

Patterns for Prompts What is the weather like? Is it _________? What was the weather like

yesterday?What’s the weather like today? What is the weather like?

Patterns for Responses

The weather is ____ and _______.

It’s not _____________. It’s ______________.

Yesterday was ______but today it’s _____________.

Today it’s (adjective) but yesterday was (superlative).

The weather is ____and _____. It’s not _________. Yesterday was ______, but today it’s __________.

Structured Language Practice (Tab 4)

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

How will you gather evidence

of student learning?

Partners draw from a group of picture cards and use the card to talk about the weather.

A/B partners – Partner A asks prompt and chooses an adjective, Partner B flips a red and white talking chip. If it’s white, they answer in the positive, if it’s red, they answer in the negative. Teacher rings bell and students find a new partner.

Talking sticks: Students work in groups of 3’s with a spinner with superlatives written on it. Student with talking stick asks prompt. The other 2 students each spin the spinner and answer the prompt.

Lines of communication – use spinner with new superlatives added. Side A asks prompt, side B spins spinner and answersTicket out the door – students respond to prompt.

Students will write a narrative using all sentence frames form the week.

Materials Plus, Routines for Teaching

and Practicing (Tab 4)Weather picture cards

Spinner with superlatives written in each space (cold and colder written in same

journal

of 20 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved

Week 1

Unit 3 Odd Weatherspace)

Opening: 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 Odd 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): The

wea

ther

is

___

_ an

d __

____

_.

It’s n

ot _

____

_ It

’s _

____

____

.

Yes

terd

ay

was

__

____

but

toda

y it’

s __

____

___

____

.To

day

it’s

(adj

ectiv

e)

but

yest

erda

y w

as

(sup

erla

tive

). 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 Odd Weather

Level: B/Ei Function(s): 5.10 Describe Actions Grade(s): 4thWeekly Planner




SWBATU verb phrases to describe actions during different weather.

SWBATU the word “don’t” with verb phrases to describe actions that they don’t do during different weather.

SWBATU conjunctions to link 2 sentences in order to describe actions during different weather.

SWBATU adverbs to describe actions during different weather.

SWBAT write a narrative describing what they do and don’t do during a specific weather event.




(Adjectives from last week. )run to my house, play outside,

play in the puddles/snow, throw snowballs at my friends,

slide on the sidewalk, hide under my bed

go for a swim, stay inside, wear _______(shorts, a jacket, a scarf, gloves), walk in the sand

But, and Adverbs: quickly, quietly, slowly, carefully All frames

Lang

uage

Pat

tern

s “M

orta

r” Patterns for Prompts

What do you do when it’s _(adjective)_?

What do you do when it’s snowy?

What do you do when it’s (adjective)?

What do you do when it’s stormy?

What do you do when it’s (adjective)?

What do you do when it’s_(adjective)?

What do you do when it’s stormy?

What do you do when it _____________?


When it’s (adjective)_, I (verb phrase)

When it’s snowy, I throw snowballs at my friends.

When it’s (adjective), I don’t _________.

When it’s stormy, I don’t play outside.

When it’s (adjective), I (verb phrase) (adverb) but I don’t (verb phrase).

When it’s hot, I walk in the sand slowly, but I don’t throw snowballs.

When it’s (adjective), I (verb + preposition) (adverb).

When it’s rainy I run to my house quickly.

When it’s rainy, I don’t walk to my house slowly.

When it’s rainy, I run to my house quickly and I don’t play outside.

When it’s snowy, I throw snowballs at my friends carefully but I don’t go for a swim.





Partners use picture cards to answer prompt. One partner asks prompt after choosing a picture card. The other partner answers prompt.

Clock appointments-students make clock appointments. Then they write 1 weather adjective on each line of their clock appointment page. At each appointment, they will ask the prompt with the weather word in that spot. Their partner answers in the negative.

Lines of communication – Side A chooses and adjective and asks prompt, Side B answers while using a conjunction.

Talking sticks: Students work in groups of 3’s with a spinner with adverbs written on it. Student with talking stick asks prompt. The other 2 students each spin the spinner and answer the prompt using their adverb in the sentence.

Students write a narrative describing what they do during a specific weather event.


and Practicing (Tab 4)Weather picture cards Copies of clock appointment

page Spinner w/adverbs journal


Week 2

Unit 3 Odd WeatherOpening: Bring

to Life & State Objective






Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

ve


Week 2

Unit 3 Odd WeatherOngoing Assessment of Language Practice Directions: List target grammatical form(s) below. As you monitor target language

practice, note whether student is:


Teacher:

Language Function:

ELD Level(s): Whe

n it’

s (a

djec

tive)

_,

I (ve

rb

phra

se)

Whe

n it’

s (a

djec

tive)

, I d

on’t

____

____

_.

Whe

n it’

s (a

djec

tive)

, I

(ver

b ph

rase

) (a

dver

b) b

ut I

don’

t (ve

rb

phra

se).

Whe

n it’

s (a

djec

tive)

, I

(ver

b +

prep

ositi

on)

(adv

erb)

.

Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Level:

Function(s): 5.16

Grade(s): of 20 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved

Week 2

Week 3

Unit 3 Odd Weather

B/EI Describing routine events,

4/5

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 specific nouns and prepositions in the first person to describe how to stay safe during a storm.

SWBATU specific nouns in “we” form to describe how to stay safe during a storm

SWBAT ask each other questions to describe what they have and don’t have to be ready for a storm.

SWBATU sequence words to describe what to do during a storm.

SWBAT design a poster describing how to stay safety during a storm.




a radio, a flashlight, candles, extra food, extra water,

inside, away from windows, with my family

Trees, water, metal, tall objects, shelter, a safe place, a way home

matches, extra blankets, batteries, a safety planany

First, Next, Then, Finally,

Lang

uage

Pat

tern

s “M

orta

r”

Patterns for Prompts

How do you stay safe inside your house during a storm?

How do we stay safe outside during a lightening storm?

Ask your partner a question about staying safe during a storm.

What do you/we do if your inside/outside during a storm?

Design a safety poster that describes how to stay safety during a storm.


I keep __________ nearby.I stay____________ .

We stay away from _______.We find ___________.

Do you have________?

Yes, I have_______.No, I don’t have a/any________.

First, you/we ________.Next, you/we ________. Then, you/we_________.Finally, you/we_______.

What to do during a _______ storm if you are inside/outside.First, we find a flashlight. Next, we find extra water. Then we stay away from the windows. Finally, we stay inside.


Unit 3 Odd Weather





A/B partners meet w/Partner A asking prompt and Partner B making up a response.

Talking sticks in groups of 3s. Person with talking stick asks prompt. Then they pass stick and each member gives a response.

In groups of 3s, play “Go fish” with set of “supply” cards. Pass out 6 cards to each student. Student asks another person “Do you have _____?” That person responds, “Yes, I have ______.” if the card is in their hand. They give the card to the partner who gets to put it in their hand. If they don’t have the card, “No, I don’t have a/any___.”

A/B partners interview each other using cloze answer form.Partner A asks, “What do you/we do if your inside/outside during a storm?”Partner B uses Cloze form to answer.


and Practicing (Tab 4)Talking sticks Sets of word cards for each

group of 3 studentsCloze answers forms for ½ the class White construction paper


Unit # 3 Oddd Weather

Opening: Bring to Life & State Objective






Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

ve


Week 3

Unit # 3 Odd Weather



Teacher:

Language Function:

ELD Level(s): I kee

p __

____

____

ne

arby

. I st

ay__

____

____

__

.

We

stay

aw

ay fr

om

____

___.

We

find

____

____

___

.

Do

you

have

____

___

_?

Yes

, I

have

____

___.

No,

I do

n’t

have

a/

any_

____

___

.

Sequ

ence

w

ords

Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

10


Week 3

Unit # 3 Odd Weather

Level: B/EI Function(s): 5.20 Discuss time using clocks, calendars and timelines Grade(s): 4/5

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 adjectives and nouns to describe different types of storms.

SWBATU the 4 seasons to describe when storms occur.

SWBATU months of the year to describe when storms occur.

SWBATU specific times of day to describe when storms occur.

SWBAT describe when odd weather events happen during the year.




Hurricane - storm with very strong wind

Tornado – storm with rotating wind

Thunderstorm – storm with lightening and thunder

Hailstorm – storm with balls of ice

Winter, spring, summer fallHurricanes – summer and fallTornadoes – SpringThunderstorm – Spring and summerHailstorm - Winter

Months of the year (taught in conjunction with their seasons)

day, afternoon, evening, night, Hurricanes – day and nightTornadoes – evening and nightThunderstorm – afternoon and eveningHailstorm – afternoon and evening

All

Lang

uage

Pat

tern

s “M

orta

r” Patterns for Prompts

What is a _________?

What is a tornado?

When do _(storm name)_ occur?

When do tornadoes occur?

During what months do (specific storm) usually occur?

During what months do tornadoes usually occur?

During what time of day are_(specific storm) most likely to occur?

During what time of day are tornadoes most likely to occur?

Describe a storm and explain when it occurs.


A _______________ is a storm with __________.

A tornado is a storm with rotating wind.

____________occur most often in the ______.

Tornadoes occur most often in the Spring and summer.

They usually occur from (month) to (month).

They usually occur from March to June.

(Specific storm) usually occur in the (time of day).

Tornadoes usually occur in the evening and night.

A thunderstorm is a storm with lightening and thunder. Thunderstorm occur most often in the spring and the summer. They usually occur from March to August.





Groups of 3-4 using a spinner with the 4 different storm names.Student who spins asks the person next to them the prompt. That student answers. Then they pass spinner to next person.

A/B partnersPartner A has an index card with a storm name and asks prompt. Partner B answers.

A/B partnersPartner A has an index card with a storm name and asks prompt. Partner B answers.

Groups of 3-4 using a spinner with the 4 different storm names.Student who spins asks the person next to them the prompt. That student answers. Then they pass spinner to next person.

Students write a description about a storm in their journal.


and Practicing (Tab 4)

Spinners with storm names written on them.Storm chart

Index cards with storm names written on them

Index cards with storm names written on them

Spinners with storm names written on them.Storm chart


Week 4

Unit # 3 Odd WeatherOpening: Bring

to Life & State Objective






Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

ve


Week 4

Unit # 3 Odd weather



Teacher:

Language Function:

ELD Level(s): A

____

____

___

____

is a

st

orm

with

____

____

____

occu

r mos

t ofte

n in

the

____

__.

They

usu

ally

oc

cur f

rom

(m

onth

) to

(mon

th).

(Spe

cific

st

orm

) us

ually

occ

ur

in th

e (ti

me

of d

ay).

Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.


Week 4

Week 5 Re-teach or Assess

Unit 3 Odd WeatherWeekly Planner







Lang

uage

Pat

tern

s “M

orta

r”

Patterns for Prompts

to re-teach

Patterns for Responsesto re-teach






and Practicing (Tab 4)


Unit 3 Odd WeatherOpening: Bring to Life

& State ObjectiveI Do It

Model New LanguageI/We Do It

Model and Monitor PracticeYou Do It:

Structured Independent Practice Wrap-Up & Reflection


Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

ve


Week 5 Re-teach or Assess

Unit 3 Odd WeatherWeek 3 Supply cardsPrint two sets for each group of students.

a radio a flashlight matches

extra food extra water blankets

batteries safety plan candles


Unit 3 Odd WeatherWeek 3 Cloze Interview answer form

First, you/we ________________.Next, you/we ________________. Then, you/we________________.Finally, you/we______________.


Unit 3 Odd WeatherWeek 4 Storm ChartStorm name Description When it

occurs (season)

What month it occurs in

What time of day it occurs

HurricaneTornadoHailstormThunderstorm


Unit 3 Odd Weather


Weather Picture Cards

Unit 3 Odd Weather


grade level teams plan collaboratively to identify: · web view3 - 6 minutes 5 -7 minutes 8-12...

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