week 1 unit #6 pe movement - woodburn high school · 2015-09-22 · spinner overlays with time...

Unit #6 PE Movement

Level: Intermediate Function(s): 5.21 Describe actions: when, how and where 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 progressive verbs to describe PE activities.

SWBATU past progressive verbs and adverbs to describe how they did PE activities.

SWBATU past progressive verbs and past tense verbs to describe a P.E. activity that was started and then changed.

SWBATU time words to describe when something was happening in P.E.

SWBAT write a description of what they were doing in P.E. on a particular day.

Topic Specific Vocabulary “Bricks”

and / or Grammatical Forms “Mortar”

to support the patterns for prompt / response below

Verbs: Jumping rope, climbing the rope, riding the scooters, dribbling the ball,

shooting baskets, catching the ball, running, skipping,

Verbs: climbing on the bars, racing, Adverbs: Slowly, very slowly, quickly, very quickly, carefully, very carefully, rapidly,

Past tense verbs: jumped rope, rode scooters, dribbled the ball, shot baskets, caught the ball, ran, skipped

Time prepositions: On Monday (Tuesday, etc.), Yesterday, last ________(Monday, etc.) Past tense verbs: whistled for us to stop, told us that it was time to go, laughed at us, gave us the signal to clean up

All

Patterns for Prompts What were you doing in P.E.?

How were you (past progressive verb) in P.E.? How were you jumping rope in P.E.?

What were you doing in P.E.?

What were you doing (time preposition) in P.E.? What were you doing on Monday in P.E.? What were you doing last Tuesday?

What did you do in P.E. this week?

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Patterns for Responses

I was (past progressive verb) in P.E. We were (past progressive verb) in P.E. I was riding the scooters in P.E. We were riding the scooters in P.E.

I was (past progressive verb) (adverb). We were (past progressive verb) (adverb). I was jumping rope quickly.

We were (past progressive verb) but we got bored/changed our minds/and (past tense verb) instead. We were jumping rope but we got bored and shot baskets instead.

(Preposition of time), we were (past progressive verb) (adverb)when the P.E. teacher (past tense verb). Last Tuesday, we were riding the scooter boards when the P.E. teacher told us that it was time to go.

All

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: Teacher holds up picture card and students whisper prompt and sentence frame with a partner. You do: A/B picture cards of activities. Partner A asks question and Partner B says sentence frame.

We do: My turn, your turn You do: Partners use a spinner with adverbs. Partner A asks prompt. Partner B spins their spinner and uses that adverb with the sentence frame.

We do: Teacher holds up picture card and partner A asks prompt with partner B answering. You do: Lines of communication: Side A has a picture card of a location and asks prompt and side B answers.

We do: Teacher spins the spinner (with time words) and asks partners to make up sentences. You do: Groups of 3’s use the spinner and make up their own sentences.

Students write in their journal. A/B partners can read what they wrote when they are done.

Week 1

Unit #6 PE Movement

Materials Plus, Routines for Teaching

and Practicing (Tab 4)

PE picture cards A/B cards

Spinner overlays with adverbs (placed on spinners) PE picture cards Spinner overlays with time

prepositions journals

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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Unit #6 PE Movement

© 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): Past

pr

ogre

ssiv

e ve

rbs

adve

rbs

prep

ositi

ons

Tim

e pr

epos

ition

s

Notes

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Week 1

Unit #6 PE Movement

Level: B/EI Function(s): 5.17 Relate past actions and events in chronological order Grade(s): 1st


Daily Objective



SWBATU ask and answer questions using past progressive verbs to describe what they did in P.E.

SWBAT ask and answer questions with “didn’t” to describe what they did and didn’t do in P.E.

SWBATU adverbs to describe how they did activities in P.E.

SWBATU sequence words to describe events that happened in P.E.

SWBAT write a question and respond to a partner’s questions.




Learning how to ______, throwing, warming up, cooling down, catching, doing jumping

jacks/push-ups/sit-ups, following directions, dodging

the balls

Jogging, spinning around, hopping, leaping

Adverbs: energetically, very carefully, skillfully, lazily, gently, awkwardly, excitedly, successfully

Put away the _________, lined up, cooled down, warmed up, drank some water, felt ________ (adjectives – tired, happy, sweaty), wanted to _________ some more, didn’t want to ______ anymore

All

Patterns for Prompts

Ask your partner to ask you a questions about P.E. Ask me if I was (verb +ing) yesterday.

What didn’t you do in P.E yesterday? (Tell 3 things.)

What did you/they/he/she do in P.E. yesterday? (List 3 things.)

What happened yesterday in P.E.? All

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Were you (verb + ing) in P.E. yesterday? I was (verb + ing) in P.E. yesterday. I wasn’t (verb + ing) in P.E. yesterday.

Yesterday, I/we didn’t (verb phrase). We didn’t (verb phrase). And we didn’t (verb phrase). We didn’t (past tense verb phrase.)

I/They/He/She (past tense verb) (adverb). I/He/They/She didn’t (verb phrase) (adverb). I learned to shoot a basket correctly. I dribbled the ball quickly. I didn’t dribble very skillfully. I didn’t throw the ball to my partner very carefully.

At the beginning of P.E, we/I (past tense verb phrase) (adverb). In the middle of P.E., we/I (past tense verb phrase) (adverb). At the end of P.E., we/I (past tense verb) (adverb). At the beginning of P.E., we warmed up quickly. In the middle of P.E., we played basketball energetically. At the end of P.E., we drank water lazily.

All




We do: My turn, your turn You do: Lines of communication: Side A has a picture card and asks prompt and side B answers.

We do: Teacher chooses 3 picture cards. The class asks her the prompt and then she answers, using each of the picture cards. You do: Partners have a baggie of picture cards. Partner A asks the other partner the prompt and Partner B draws 3 picture cards and answers. Then they trade parts and continue taking turns.

We do: Teacher chooses from the pile of questions and read it to the group. Students whisper answer to their partners. You do: Talking sticks in groups of 3’s. Person with talking stick chooses a question card and reads it to the group. The other 2 students each share a response.

We do: Teacher asks prompt and then partner 1 says, “At the beginning....” Partner B finishes with, “At the end...) You do: Pair with picture cards. Partner A asks prompt and partner B chooses 2 picture cards and then says response. Partners take turns.

Students choose 1-3 questions (depending on their ability) and fills them in talking bubbles A from page 6 in the blackline masters book from starter kit. Then they trade pages with a partner and fill in the answers on B bubbles.

Week 2

Unit #6 PE Movement


and Practicing (Tab 4) Picture cards Spinners with pronoun overlays. Talking sticks

Question cards Picture cards

Copy for each student pg. 6 from blackline master book.




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


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Teacher:

Language Function:

ELD Level(s): ing

verb

s

Mat

chin

g pr

onou

n to

ver

b

adve

rbs

Sequ

ence

w

ords

Notes

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Week 2

Unit #6 PE movement

of 23 Topic: Level: Lesson Written by: Planning Format © E.L.Achieve/2009. All Rights Reserved

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

Grade(s): 1st


Daily Objective



SWBATU days of the week and past tense verbs to describe what physical activities they did.

SWBATU different prepositions of times to describe when they did different physical activities.

SWBATU past tense verbs with “before and after” to describe when they did a physical activity.

SWBATU past tense verb phrases to describe how often they did a physical activity.

SWBAT ask and answers questions in written form.




had, participated in, competed in, went to, a soccer match, soccer practice, P.E. class, a basketball game, basketball

practice, dance class, a dance competitions, a baseball game,

baseball practice

Prepositions of time: every day, in the winter, in the fall, in the spring, in the summer, on the weekend

Verbs: Play/Played football/soccer/baseball/volleyball/basketball, have/had P.E. Meals: breakfast, lunch, dinner

Sports: tennis, hockey, Frisbee Every Monday (Tuesday, etc.) never

All


What did you do on (day of the week-plural)? What did you do on Monday?

When did you have (noun)? When did you have dance practice?

Did you ____________ before/after you (past tense verb phrase) (noun phrase)? Did you have soccer practice before you at dinner? Did you compete in a dance competition after you had breakfast?

How often did you (verb phrase) (sport)? How often did you participate in basketball?

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(Preposition of time), we (past tense verb) a (noun). On Monday, we competed in a soccer match. On Tuesday, we had soccer practice.

I (past tense verb) (noun) (preposition of time). I participated in football in the fall.

I (past tense verb phrase) before/after (meal). I had soccer practice after dinner.

I (past tense verb phrase) in (sport) (preposition of time). I played tennis every Monday. I haven’t ever participated in (sport). I haven’t ever participated in soccer.

All




We do: My turn, your turn You do: A/B: Partner A asks prompt and Partner B chooses a picture card and answers.

We do: Teacher holds up the picture card and has one partner ask prompt and the other partner answer it. You do: Lines of communication: Side A has a picture card and asks prompt.

We do: My turn, your turn You do: A/B partners: Partner A asks prompt. Partner B flips a talking chip. If it lands on red, they use “before” in their sentence. If it lands on white, they use “after”.

We do: My turn, your turn You do: A/B partners with talking chips: Partner A asks prompt. Partner B flips chip and answers positively if it lands on white and negatively (never) if it lands on red.

Teacher types or writes out 4 questions from the week on pg. 36. Students each are given a question and they write the answer on the back. (Make some extras for your fast writing students!)

Week 3

Unit #6 PE movement



and Practicing (Tab 4) Picture cards Picture cards Red and white talking chips Red and white talking chips

Questions copied from pg. 36 blackline master book with pg. 37 copied on the back.

Unit #6 PE MOvement








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Teacher:

Language Function:

ELD Level(s): Prep

ositi

ons

of ti

me

Past

tens

e ve

rbs

Befo

re/a

fter

Notes

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Week 3

Unit #6 PE Movement


Level: B/EI Function(s):

5.14 Compare and contrast actions, contribute ideas and opinions to a discussion Grade(s): 1st


Daily Objective



SWBATU nouns to describe what someone wanted to do.

SWBATU past tense verbs and the word “both” to compare and contrast what two people or groups of people wanted to do.

SWBATU did and didn’t and the conjunction “but” to discuss what activities they wanted to do

.SWBATU but to contrast activities that the wanted and didn’t want to do. .

SWBAT write written responses comparing and contrasting what 2 different people or groups wanted to do.




green team, red team, children, adults, musicians,

choir, band, dance, play instruments, sing,

play (instrument), drums, guitar, piano both

play checkers, play chess, play cards, play marbles

instead All


What did the (nouns) want to do? What did the choir want to do?

What did the (nouns) and the (nouns) want to do?

What did the (nouns) want to do? What did the choir want to do?

What did the (nouns) and the (nouns) want to do? What were they doing?

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The (nouns) wanted to (infinitive verb phrase). The choir wanted to sing.

They both wanted to (infinitive verb phrase). They both wanted to play checkers.

The (nouns) wanted to (infinitive verb phrase) but the (nouns) didn’t want to. The children wanted to play the drums but the adults didn’t want to.

The (nouns) wanted to (infinitive verb phrase) but the (nouns) didn’t want to so they decided to (infinitive verb phrase) instead. The choir wanted to sing but the band didn’t want to so they decided to dance instead.

All




We do: My turn, your turn You do: Lines of communication: Side A has action picture card and asks prompt and side B answers.

We do: Teacher holds up a picture card and asks prompt. Then partners whisper the answers. You do: Partner: Partner 1 asks prompt. Partner 2 chooses two action picture cards and answers.

We do: My turn, your turn You do: Groups of 3’s use a talking stick and ask prompt and take turns answering it.

We do: Teacher holds up a scene picture card and asks the prompt. Students whisper the answer to their partner. You do: A/B partners. Partner A has a scene picture card and asks prompt. Partner B responds.

Students write response to the two questions, comparing and contrasting what the people did.


and Practicing (Tab 4) Action picture cards Action picture cards (1 set for

each set of partners) Scene picture cards Make double-sided copies of “Compare and Contrast” page.

Week 4

Unit #6 PE Movement








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Teacher:

Language Function:

ELD Level(s): Infin

itive

ve

rb p

hras

e

both

Con

junc

tion

“but

” Notes

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Week 4

Unit #6 PE Movement



Daily Objective







to re-teach

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Patterns for Responses to re-teach





and Practicing (Tab 4)

Week 5 Re-teach or Assess

Unit #6 PE Movement





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


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Unit #6 PE Movement


jumping rope

riding on the scooter board

climbing the rope

dribbling the ball

running

skipping

Week 1 Picture Cards

Unit #6 PE Movement


catching the ball

racing shooting a basket

climbing on the bars


Unit #6 PE Movement


catching

throwing cooling down

warming up

doing jumping jacks doing sit-ups


Unit #6 PE Movement


jogging

spinning around hopping

leaping

doing push-ups dodging balls


Unit #6 PE Movement


basketball

volleyball soccer

baseball

football tennis


Unit #6 PE Movement


hockey

frisbee Soccer match

Soccer practice Dance competition

Basketball game

Basketball practice

Baseball game

baseball practice


Unit #6 PE Movement


dance

sing play instruments

Play the guitar

play the piano play the drums


Unit #6 PE Movement


play checkers

play chess play cards

play marbles


week 1 unit #6 pe movement - woodburn high school · 2015-09-22 · spinner overlays with time...

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