eld lesson plan€¦ · web view1. with students, place remaining word cards on the venn diagram....

INTERMEDIATE Carousel of IdeasUnit 5 Chapter 1

ELD Lesson Plan

Unit 5 Ch.1 Lesson 1.1

Materials: Picture Cards, Sentence Frames Posted, Illustrated Word Bank

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

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

Build on prior knowledge:

Observation Charts using pictures of vehicles (students record questions, comments, and observations on the charts)

Presentation: (I Do It)Illustrated word bank- present half of the words visually, one at a time by tracing over the picture cards to make the word bank illustrations

Practice: (We Do It)1. Teacher model Give One/Get One by listing some vehicles he/she's traveled in on the Give One side.

2. Students make their Give One list of vehilcles they've traveled in.

3. Teacher model using the following question and response frame with several students and writing the response on the Get One side:

What vehicle have you traveled in?I have traveled in a (an) ___________.

Apply and Extend: (You Do It)Students play Give One/Get one using the question and response frame. Teacher monitors while students are responding with a complete sentence.

Salem-Keizer Public Schools


ELD Lesson Plan


Materials: Picture Cards, Illustrated Word Bank, Sentence Frames Posted

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

Objectives: (post) SWBAT use nouns and past progressive in order to describe actions of people.


Review vocabulary introduced yesterday by pointing to pictures and having students verbalize to a partner

"I have traveled in a ___________."

Presentation: (I Do It)Continue the Illustrated Word Bank from Lesson 1.1 to present the remaining target vocabulary. Teacher models selecting a Picture Card and completing the sentence stems:

I have traveled in ________.I have not traveled in _______.

Practice: (We Do It)Use choral response for Class to complete the 1st sentence stem:This is a ________.

Teacher or volunteer completes the 2nd sentence frame:I have/have not traveled in ______.

Apply and Extend: (You Do It)Use Inside Outside Circle to practiceInside Circle: Picture CardOutside Circle: Complete the 2 Posted Sentence FramesAfter 3 rounds, Inside gives Picture Card to Outside and do 3 more rounds.



ELD Lesson Plan


Materials: 1 Set Activity Pictures per team, Venn diagram, Sentence Frames Posted, Picture Cards, Word Cards

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

Objective: (post) SWBAT use comparative adjectives in order to compare and contrast actions.


Use Lines of CommunicationLine A has Picture CardLine B completes the appropriate sentence frame:I have traveled in ____________. or I have not traveled in ______________.Line A gives P.C. to Line B and Line A completes the sentence frame.DISPLAY Picture Cards in the pocket chart.

Presentation: (I Do It)Teacher labels the Venn diagram (fast, both, slow) Teacher model placing 3 Word Cards on the Venn diagram and use sentence frames to compare the vehicles (e.g. p.45). Explain by modeling reading the chart to the right is "faster than" and reading chart to the left is "slower than." Use the sentence frames:The _______ is faster than _____________.The _______ is slower than _____________.

Practice: (We Do It)1. With students, place remaining Word Cards on the Venn diagram2. Practice chorally reading the Venn diagram using the sentence frames.

Apply and Extend: (You Do It)Teams play a Card Game using Activity Pictures. 1st Player - draw 2 card and use in both sentence frames (e.g. boat, car: The car is faster than the boat. The boat is slower than the car.) Return the cards to the pile.2nd Player - repeats process.Continue play



ELD Lesson Plan


Materials: 1 Set Activity Pictures per team, Venn diagram, Sentence Frames Posted, Picture Cards, Word Cards, Supplemental Lingo Bingo activity strips

Behavior Standards Be Respectful, Solve Problems Make Good Learning Decisions

Objective: (post) SWBAT use comparative adjectives in order to compare and contrast characteristics.


Display Picture Cards and Play "I Spy"Example: I spy a vehicle that is (faster than/slower than) _______. Accept any correct response.

Presentation: (I Do It)Teacher labels the Venn diagram (big, both, small) Teacher model placing 3 Word Cards on the Venn diagram and use sentence frames to compare the vehicles (E.g. p.45). Explain by modeling reading the chart to the Right is "bigger than" and reading chart to the Left is "smaller than." Use the sentence frames:The _______ is bigger than _____________.The _______ is smaller than _____________.

Practice: (We Do It)1. With students, place remaining Word Cards on the Venn diagram.2. Practice chorally reading the Venn diagram using the sentence frames.

Apply and Extend: (You Do It)Lingo Bingo Variation: Students pair up. 1st student chooses 2 pictures from the partner's activity strip to complete the 2 frames* then INITIAL the back of the activity strip.

*The ______is bigger than ________.The ______is smaller than _______.

2nd student complete the same processIf time allows, signal class to complete all 4 frames (…faster than/slower than/bigger than/smaller than…)



ELD Lesson Plan


Materials: Transparency 1, Picture Cards, Pocket Chart, Sentence Frames


Objective: (post) SWBAT prepositional phrases in order to describe locationof object in space..


Review the song with Transparency 1

Presentation: (I Do It)Make the headings: "on land, in the air, on water" to create 3-columns on a pocket chart to classify the picture cards of the vehicles. Teacher models completing the sentence frames:A _______________ travels on land.A _______________ travels in the air.A _______________travels on water.

Practice: (We Do It)Teacher select a Picture Card and place it in the appropriate sentence frame, then read the complete sentence. (E.g. If boat is selected: A boat travels on water.) Repeat this process with the class chorally responding to complete the appropriate sentence frame.

Apply and Extend: (You Do It)Pass out 2-3 Picture Cards to each team. Give teams time to practice completing the apprpriate sentence frame. Then teacher randomly calls on each team to share 1 completed sentence. Continue for all Picture Cards.



ELD Lesson Plan


Materials: Pocket Chart with vehicles categorized by "land, air, water," Supplemental Venn diagram-1 per team


Objective: (post) SWBAT use comparative adjectives in order to compare and contrast characteristics.


Play Lingo Bingo to review where various vehicles travel by using sentence frames from Lesson 2.1.

Presentation: (I Do It)Explain to students that vehicles can be both alike and different. Introduce the word, "emergency" (see p. 48). Focus on the purposes for the various vehicles.Model comparing and contrasting the fire engine and the ambulance on a Venn diagram by listing the similarities and differences on the diagram.

Practice: (We Do It)With students, create a second example using a ship and a van on a Venn diagram.

Apply and Extend: (You Do It)Each team will be given two activity pictures and a Venn diagram to place the pictures on. Teams can sketch and write words to describe likeness and differences on the Venn diagram.

NOTE: SAVE Venn diagrams for next Lesson 2.3



ELD Lesson Plan


Materials: Venn diagrams from Lesson 2.2, Pocket Chart with vehicles categorized by "land, air, water", Sentence Frames Posted


Objective: (post) SWBAT use the conjunctions but, and in order to compare and contrast characteristics.


Use an apple and an orange and complete posted sentence frames:_______and _____both______. (E.g. An orange and an apple both have seeds.)_______ _______ but ______ ______. (E.g. An orange is bumpy but an apple is smooth.)

Presentation: (I Do It)Teacher model using the Venn diagram from lesson 2.1, to complete the sentence frames:_______and _____both______. _______ _______ but ______ ______.

Practice: (We Do It)Model with a team's Venn diagram, eliciting responses from the class to complete the sentence frames.

Apply and Extend: (You Do It)Use Numbered Heads Together - Team prepare 2 completed sentence frames using a Venn diagram from Lesson 2.2. Teacher calls specific number from team to share a completed sentence frame.



ELD Lesson Plan


Materials: Transparency 1, Labels for 3-Column Chart, Pocket Chart, 1 Set of Activity Pictures per team


Objective: (post) SWBAT use the conjunction, but, in order to compare andcontrast characteristics.


Use Transparency 1 and sing the song. Starting at the endof Transparency 1, sing the song backwards using "smaller than" in place of "bigger than" (see p. 45)

Presentation: (I Do It)1. Use labels - business, personal, community - to create a 3-Column Chart on the pocket chart. Teacher places each Picture Card on the 3-Column Chart and explains why it is for business, personal, or community purposes.2. Teacher models choosing 2 vehicles from different columns on the chart and complete the sentence frame:A _____ is used for _______ purposes, but a _____ is used for _________ purposes.

Practice: (We Do It)Teacher selects sets of partners to repeat the process, choosing 2 Picture Cards and completing the sentence frame. Teacher gives support as needed. Repeat several times.

Apply and Extend: (You Do It)Use Activity Pictures to play a Card Game. 1st Player - Draw 2 Picture Cards and complete the sentence frame appropriately. Return the cards to the pile.2nd Player - repeat process.Continue to allow all players to get several turns.



ELD Lesson Plan


Materials: Pocket Chart, Supplemental Pictures for Illustrated Word Bank, Picture Cards, Transparency 2, sentence strips, and black marker


Objective: (post) SWBAT use nouns and verbs in order to describe actions of people, animal, and things.


Use Picture Cards to review "community, personal, and business" with whole class by sorting on pocket chart.

Presentation: (I Do It)

Use the Supplemental Pictures to introduce students to some of the more difficult words in the poem, "The Luckiest Truck" Create an Illustrated Word Bank before reading the poem. Then read the poem.

Practice: (We Do It)Teacher models using gestures to role play some actions in the poem. Assign one stanza to each team. Teams are responsible to act out their stanza as the teacher reads the poem.

Apply and Extend: (You Do It)Teams or Partners draw a picture to illustrate a part of the poem and write a caption to go with their picture. Save for Lesson 3.3.

Optional: Assemble for a class book after Lesson 3.3)



ELD Lesson Plan


Materials: Transparency 2, highlighter, black marker, sentence strips, scissors, Pocket Chart


Objective: (post) SWBAT to use nouns and verbs in order to describe actionsof people, animals, and things.

Build on prior knowledge: Reread the poem, "The Luckiest Truck" and have studentsshare their pictures of the poem.

Presentation: (I Do It/We Do It) Found Poem: 1. Teacher tells the students to listen to the poem again. While they listen, they will look for powerful words that create a very clear picture in the mind. 2. Elicit the words from the students and highlight them in the poem. Partners discuss the words that are powerful to them while the teacher writes the highlighted words on sentence strips. 3. Cut or tear sentence strips to have word cards (save these word cards for next Lesson 3.4). 4. Teacher model creating a "Found Poem" using some of the word cards. 5. Teacher read aloud the poem in a dramatic poetry voice.

Practice: (We Do It)Students take some think time to think about the words they would use and then ask for volunteers to come up to the chart to make a "Found Poem".SAVE this poem for Lesson 3.4.

Apply and Extend: (You Do It)See next Lesson 3.4



ELD Lesson Plan


Materials: Envelope with word cards from the previous day's Found Poem


Objective: (post) SWBAT use nouns and verbs in order to describe actionsof people, animals, and things.


Read aloud the Found Poem created at the end (We Do It) of Lesson 3.3.

Presentation: (I Do It/We Do It)Review the process and teacher model another Found Poem using input from students.

Practice: (We Do It) (included in Presentation above)

Apply and Extend: (You Do It)Students work in teams to create their own Found Poems by manipulating the words that are in the envelopes.Each team will read their Found Poem to the class.Teachers can collect the poems and type them up to make a class book.



ELD Lesson Plan


Materials: Sam and the Firefly, Sentence Frames


Objective: (post) SWBAT to use the future tense verb, will in order to makepredictions and inferences about actions and events.


Do a picture walk discussion of "Sam and the Firefly"

Presentation: (I Do It/We Do It)Model using prediction frames:

I think this book will be about ____________. I think the story will take place in __________. I think I will/will not like the story because __________.

Use 2 students to model Think, Pair, Share process for completing the prediction frames.Students do Think, Pair, Share to make a prediction for the story.Read story aloud.

Practice: (We Do It)(continued in Lesson 4.2)

Apply and Extend: (You Do It)(continued in Lesson 4.2)



ELD Lesson Plan


Materials: Sam and the Firefly


Objective: (post) SWBAT to use the past tense verb, was in order to contributeideas and opinions to discussion.


(If needed - finish reading "Sam and the Firefly") Use pictures in book for students to look at and recall the story.

Presentation: (I Do It)Model verifying teacher's prediction using sentence frame:My prediction was correct because _________.

My prediction was not correct because _________.

Practice: (We Do It)With students, verify 3-5 student predictions from yesterday following the same process teacher modeled.

Apply and Extend: (You Do It)Students sketch and write about a favorite part of the book.



ELD Lesson Plan


Materials: Sam and the Firefly, Supplemental Story Maps, Activity Sheet 8


Objective: (post) SWBAT use target vocabulary in order to retell actions and events.


Work together to retell the story by looking at the pictures

Presentation: (I Do It/We Do It)Teacher models use of story map to retell story using pictures fromActivity Sheet 8

Practice: (We Do It)(see Presentation above)

Apply and Extend: (You Do It)Students work in teams to fill in a story map using student sketches and words. If time, team retells the story using their story map.

ELD Lesson Plan




2 day lesson

Materials: Picture Cards, Word Cards, Pocket Chart, Sentence Strips for each team, Country Spinners, Sentence Frames Posted


Objective: (post) SWBAT to use future tense verbs in order to describe routineevents.


Mix and Match (i.e. pass out a Picture Card or Word Card toeach student) for students to find their match.

Presentation: (I Do It)Create sentence strips for sentences on p. 61. Color code sentence strips - "am going to/ will" are blue. "I…go to school, etc" are green. Display your sentence strips in pocket chart that use "am going to." Read these together. Then physically substitute "will" for "am going to" and reread each sentence strip with "will." Create sentence frames from p. 62 and display in pocket chart:

_____ will go to _____. _____ will travel on_____. _____ will go to _____ on/in ______. Teacher models using spinner to determine where she/he will travel and then chooses a mode of travel. Teacher models using both sentence frames (simple sentence and combined sentence).

Practice: (We Do It)Play the Spinner Game with 1 team eliciting responses for the whole class to complete the sentence frames. The team can practice reading their sentences.

Apply and Extend: Teams play the Spinner Game



ELD Lesson Plan


Materials: Spinner Game, 3-Column Chart, Yes Ma'am Chant Posted


Objective: (post) SWBAT use future tense verbs in order to describe routine events.


Read some of the student produced sentences from the previous day.

Presentation: (I Do It)Make a 3-Column Chart1st column brainstorm and record ideas for "where will you go"2nd column brainstorm and record ideas for "how will you get there"3rd column brainstorm and record ideas for "what you will do"

Practice: (We Do It)Do "Call & Response" based on "Yes Ma'am" chant using the 3-Column Chart and the questions:

Yes Ma'amWhere will you go? To ___________.Where will you go? To ____________.How will you get there? By ___________.How else can you get there? By ________.What will you do there? _________________.What else will you do there? ______________.

Apply and Extend: (You Do It)Use Spinner & 3-Column Chart to complete the sentence frames from the Yes Ma'am Chant

ELD Lesson Plan



Unit 5 Ch.1 Lesson 6

Materials: Supplemental Map for each team, Transparency of Supplemental Map


Objective: (post) SWBAT use target vocabulary in order to ask for, give and follow multi-step directions.


Discussion of globes, maps, and compass rose.

Presentation: (I Do It)Explain "compass, north, south, east, west". When going someplace it is necessary to have directions to get there.

Practice: (We Do It)Teacher and Teams have a Supplemental Map. Teacher will give directions for the Teams to move the marker on their map, and then the teacher traces route on map transparency for teams to confirm their move was correct.

Apply and Extend: (You Do It)Optional: Teams create directions from the classroom to (choose one) the library, the gymnasium, or the office.

Note: This is a substitute for Carousel Lesson 6.


eld lesson plan€¦ · web view1. with students, place remaining word cards on the venn diagram....

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