Unit #4: Food, Family and Celebrations -Thanksgiving!...adjectives in order to describe when...

Unit #4: Food, Family and Celebrations -Thanksgiving!

of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved

Level: I Function(s): 6.10 Describe physical characteristics, 6.5 Express feelings and preferences Grade(s): 3

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)___.

SWBAT use topic vocabulary, conjunctions, contractions and sensory adjectives in order to describe when Thanksgiving is.

SWBAT use topic vocabulary and sensory adjectives in order to describe what we eat on Thanksgiving.

SWBAT use topic vocabulary and sensory adjectives in order to describe what they like to eat on Thanksgiving.

SWBAT use comparatives and descriptive adjectives in order to compare the foods they like to eat.

SWBAT use all taught forms in order to describe the physical attributes of a place.

Topic Specific Vocabulary “Bricks”

and / or Grammatical Forms “Mortar”

to support the patterns for prompt / response below

Topic vocabulary: Leaves, clouds, sky, daylight, nighttime, thunderstorms, rainstorms, temperature, wind Descriptive adjectives: Get cooler, wet, rainy, breezy, stormy, foggy, low (temperature), gloomy, chilly, long, short, reddish, yellowish, orangey, golden, brown, dying, other adjectives of sight, sound, taste, feel

Topic vocabulary: turkey, turkey leg, potatoes, yams, jar of cranberry sauce, ears of corn, green beans, rolls, pie, student generated list. Descriptive adjectives: Salty, tangy, crispy, crunchy, moist, sour, juicy, delicious, rich, buttery, nutty, savory, roasted, maroon, sweet, whipped, mashed, fruity

Comparatives: more than, as much as, but not as much as

All taught vocabulary

Lang

uage

Pa

ttern

s

“Mor

tar”

Patterns for Prompts

When do we have Thanksgiving?

When do we have Thanksgiving? What do some people eat?

What do you like to eat on Thanksgiving? Why?

What are your favorite things to eat on Thanksgiving? Why?

Tell me about Thanksgiving.



Patterns for Responses

We have Thanksgiving when the (noun+s) is / are (adjective) and (adjective), and it’s (adjective). We have Thanksgiving when the leaves are reddish and yellowish, and it’s gloomy.

We have Thanksgiving when the (noun+s) is / are (adjective) and (adjective), and it’s (adjective). Some people eat (adjective), (adjective) (noun+s) that (look / taste/smell) (adjective). We have Thanksgiving when the leaves are reddish and yellowish, and it’s gloomy. Some people eat rich, juicy turkey legs that taste delicious.

On Thanksgiving, when the (noun+s) is / are (adjective) and (adjective), I like to eat (adjective), (adjective) (noun+s) because (reason). On Thanksgiving, when the leaves are reddish and yellowish, I like to eat rich, juicy turkey legs because they taste delicious.

On Thanksgiving, when the (noun+s) is / are (adjective) and (adjective), I like to eat (adjective), (adjective) (noun+s) (comparative) (adjective) (noun+s) because (reason). On Thanksgiving, when the leaves are reddish and yellowish, I like to eat rich, juicy turkey legs as much as sweet apple pie because both taste delicious.

All taught responses

Structured Language Practice (Tab 4)

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

• How will you gather evidence of student learning?

Lines of communication to practice the prompt, write prompt in language log

A/B partners to practice the prompt, write prompt in language log

Talking sticks at tables with food picture cards, write prompt in language log.

Games with spinner with comparative words to practice prompt, write prompt in language log

Think-pair-share-write-students look at picture of Thanksgiving feast and describe it.

Materials Plus, Routines for Teaching

and Practicing (Tab 4)

Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, language log

Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, pictures of food, language log

Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, pictures of food, talking sticks, language log

Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, pictures of food, board games, spinners, language log

Large community background picture, adjective cards, noun cards, picture of a different community



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

Day

One

Day

Tw

o

Day

Thr

ee

Day

Fou

r

Day

Fiv

e

Week 1

Unit #4: Food, Family and Celebrations - Thanksgiving!

© 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): Pre

po

si-tio

ns

Ad

jec

tive

s

No

uns

Co

nju

nc

-tio

ns

Pre

fere

n-

ce

s

Co

mp

ari-

son

s Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

Week 1


Page 4 of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved

Level: I Function(s): 6.21 Retell Actions & Events Grade(s): 3


Daily Objective



SWBAT use past tense verbs and adverbs in order to describe what they did to prepare Thanksgiving dinner.

SWBAT use past tense verbs and adverbs in order to describe what they did and didn’t do to prepare Thanksgiving dinner.

SWBAT use adverbs and past progressive verbs in order to describe what they were doing to help prepare Thanksgiving dinner.

SWBAT use prepositions of time in order to retell what they did to help prepare Thanksgiving dinner.

SWBAT use all taught forms in order to describe what they did to prepare Thanksgiving dinner.




Past tense verbs: Mashed potatoes, roasted potatoes, sliced turkey, peeled yams, opened jars / cans, grilled (noun), baked (noun), rolled dough, basted the turkey, glazed (noun), boiled (noun) Adverbs with ly: slowly, thoroughly, softly, carefully, repeatedly, gently, briskly, constantly, thinly, thickly, hungrily

Past Progressive verbs: Mashing potatoes, roasting potatoes, slicing turkey, peeling yams, opening jars / cans, grilling (noun), baking (noun), rolling dough, basting the turkey, glazing (noun), boiling (noun)

Prepositions: before, after All taught vocab

Lang

uage

Pat

tern

s

“Mor

tar”


How did you help with Thanksgiving dinner?

Tell me about preparing Thanksgiving dinner.

What were / was (subject) doing to help prepare Thanksgiving dinner? What was your mother doing to help prepare Thanksgiving dinner?

Tell me about preparing Thanksgiving dinner. All taught patterns

Week 2




I (past tense verb) (adverb) and (past tense verb) (adverb) to help prepare the meal. I mashed the potatoes thoroughly and glazed the turkey repeatedly to help prepare the meal.

I (past tense verb) (adverb) and (past tense verb) (adverb), but I didn’t (past tense verb) (adverb). I mashed the potatoes thoroughly and glazed the turkey repeatedly, but I didn’t roll the dough.

(Subject) were / was (gerund) (adverb) and (gerund) (adverb) to help prepare Thanksgiving dinner. My mother was peeling yams carefully and baking pies constantlyto help prepare Thanksgiving dinner.

Before / After I was (gerund), I (past tense verb) (adverb). OR I was (verb+ing) before / after I (past tense verb), (adverb). Before I was slicing carrots, I mashed potatoes thoroughly. OR I was slicing carrots before I mashed potatoes thoroughly.





Lines of communication (cue card) to practice prompt. Write in language log. .

Give one, get one (cue card) with partners to practice prompt. Write in language log.

Think-pair-share and Talking chips (cue card) to practice prompt. Write in language log.

Table partners (cue card). Write in language log.

Clock appointments to retell when they did their actions to prepare dinner. Write in language log.



Cue cards, verb chart, adverb cards, language log


Cue cards, verb chart, adverb cards, language log talking chips


Cue cards, verb cards, adverb cards language log, clock appointment sheet

Week 2



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


Day

One

Day

Tw

o

Day

Thr

ee

Day

Fou

r

Day

Fiv

e

Unit #4 Food, Family and Celebrations ~ Thanksgiving

Page 7 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved



Teacher:

Language Function:

ELD Level(s):

I (pa

st te

nse

verb

) (ad

verb

) an

d (p

ast t

ense

ve

rb) (

adve

rb)

to h

elp

prep

are

the

mea

l.

I (pa

st te

nse

verb

) (ad

verb

) an

d (p

ast t

ense

ve

rb) (

adve

rb),

but I

did

n’t

(pas

t ten

se

verb

) (ad

verb

).

(S

ubje

ct)

wer

e / w

as

(ger

und)

(a

dver

b) a

nd

(ger

und)

(a

dver

b)

to

help

pre

pare

Th

anks

givi

ng

dinn

er.

Befo

re /

Afte

r I

was

(ger

und)

, I

(pas

t ten

se

verb

) (ad

verb

). O

R

I was

(v

erb+

ing)

be

fore

/ af

ter I

(p

ast t

ense

ve

rb),

(adv

erb)

.

Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Week 2



Level: I Function(s): 6.2 Invitations; 6.3 Appreciation & Give Compliments; 6.4 Needs &Requests Grade(s): 3


Daily Objective



SWBAT use topic vocabulary in order to invite someone to Thanksgiving dinner.

SWBAT use food vocabulary and adjectives from Week 1and actions from Week 2 in order to give thanks.

SWBAT use expanded sentences with verbal phrases and questions with “may, could and would” in order to ask for things at the table.

SWBAT use expanded sentences with verbal phrases and questions with “may, could and would” as well as countable adjectives in order to ask for things at the table.

SWBAT use all taught in order to extend invitations, express appreciation and express needs/requests.




Auxiliary Verbs: would, might Contractions: I’m, I’d can’t

Food Nouns: turkey, turkey leg, potatoes, yams, jar of cranberry sauce, ears of corn, green beans, rolls, pie Food Adjectives: Salty, tangy, crispy, crunchy, moist, sour, juicy, delicious, rich, buttery, nutty, savory, roasted, maroon, sweet, whipped, mashed, fruity Weather nouns: Leaves, clouds, sky, Weather adjectives: reddish, yellowish, orangey, golden, brown, Past Progressive verbs: Mashing potatoes, roasting potatoes, slicing turkey, peeling yams, opening jars / cans, grilling (noun), baking (noun), rolling dough, basting the turkey, glazing (noun), boiling (noun)

Questions: May, could, would Verb phrases: pass the (noun), have the (noun), use the (noun)

Countable Adjectives: Another slice / piece / scoop, an extra slice / piece / scoop, some more, Food Adjectives from Day 2


Lang

uage

Pat

tern

s “M

orta

r”


Would / Might you like to come to Thanksgiving dinner?

What are you appreciative of? For what do you give thanks?

Could you please pass the (noun)? OR May I please have the / use the (noun)? OR Would you please pass the (noun)? Could you please pass the cranberry sauce? OR May I please use the cranberry sauce? OR Would you please pass the cranberry sauce?

May I please have the / use the (noun)? It is so (food adjective) that I would like (countable adjective). May I please have the cranberry sauce? It is so tangy that I would like another scoop.

All taught prompts

Week 3




Yes, I’d like to come to Thanksgiving dinner! Thank you for the invitation. OR No, I can’t come to Thanksgiving dinner, I’m going to (student)’s house instead. Thanks anyway!

I appreciate the (adjective) (food noun) and (adjective) (weather noun). Thank you, (student) for (gerund).

I appreciate the crunchy ears of corn and reddish leaves. Thank you, Jose, for rolling the dough.

Sure! Don’t forget to give it back! OR Sorry, there isn’t any more. OR Of course! You can have it when I’m done.

Sure! It is very (same adjective). Don’t forget to give it back! OR Sorry, there isn’t any more. It was very (same adjective). OR Of course! It is very (same adjective). You can have it when I’m done. Sure! It is very tangy. Don’t forget to give it back!





Lines of communication (cue card) to practice the prompt, write prompt in language log

A/B partners to practice the prompt, write prompt in language log

Numbered heads to practice prompt, write prompt in language log or ticket out the door.

Give one, get one to practice the prompt

Food appointments to review frames learned this week. Each appt. will practice a different day’s prompt.



Sentence strips/chart paper, markers, food picture cards, cue card




Sentence strips/chart paper, markers, food picture cards, food appointment sheet






You Do It: Structured Independent Practice



Day

One

Day

Tw

o

Day

Thr

ee

Day

Fou

r

Day

Fiv

e

Week 3





Teacher:

Language Function: Invitations, appreciation and needs/requests

ELD Level(s): Beginner/Early Intermediate Wou

ld /

Mig

ht

you

like

to c

ome

Than

ksgi

ving

di

nner

?

Yes

, I’d

like

to c

ome

to T

hank

sgiv

ing

dinn

er!

Than

k yo

u fo

r the

invi

tatio

n.

N

o, I

can’

t com

e to

Tha

nksg

ivin

g di

nner

, I’m

goi

ng

to (s

tude

nt)’

s ho

use

inst

ead.

Th

anks

any

way

!

I app

reci

ate

the

(adj

ectiv

e) (f

ood

noun

) and

(a

djec

tive)

(w

eath

er n

oun)

. Th

ank

you,

(s

tude

nt) f

or

(ger

und)

. C

ould

/ W

ould

yo

u pl

ease

pas

s th

e (n

oun)

? M

ay I

plea

se h

ave

the

/ use

the

(nou

n)?

It is

so (f

ood

adje

ctiv

e) th

at I

wou

ld li

ke

(cou

ntab

le a

djec

tive)

.

Su

re! I

t is

very

(sam

e ad

ject

ive)

. Don

’t fo

rget

to g

ive

it ba

ck!

So

rry,

ther

e is

n’t a

ny

mor

e. It

was

ver

y (s

ame

adje

ctiv

e).

Of c

ours

e! I

t is

very

(s

ame

adje

ctiv

e).

You

ca

n ha

ve it

whe

n I’

m

done

.

Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

Week 3



Level: I Function(s): 6.20 Describe Routine (ongoing) Events Grade(s): 3


Daily Objective



SWBAT use questions with when + do and prepositions of time in order to express when they celebrate Thanksgiving and when they eat.

SWBAT use questions with where + do, when +do and adverbs of frequency in order to express where they celebrate Thanksgiving and when they eat.

SWBAT use questions with what + do and adverbs of frequency in order to express routines that they have on Thanksgiving.

SWBAT use adverbs of frequency in order to express the routine of their Thanksgiving celebrations.

SWBAT use all taught frames in order to describe their routines of Thanksgiving.




Prepositions of time: in (month), at (time), on

(day)

Times: 1, 2, 3, 4, 5,etc. o’clock

Adverbs of frequency: Always, sometimes, usually, frequently Family members: aunt, uncle, brother, sister, grandma, grandpa, cousin

Actions: stuff ourselves with food, play football, play board games, watch football on the television, catch up with each other, cook dinner together, student generated list.



When do we celebrate Thanksgiving? When do you eat dinner that day?

Where do you celebrate Thanksgiving? When do you eat dinner that day?

What does your family do on Thanksgiving?

Tell me about your Thanksgiving celebration.

All taught prompts

Lang

uage

Pat

tern

s “M

orta

r”


We celebrate Thanksgiving on the last Thursday in November. I eat dinner at (time) that day. We celebrate Thanksgiving on the last Thursday in November. I eat dinner at 3 o’clock that day.

I (frequency) celebrate Thanksgiving at my (family member)’s house. We (frequency) eat dinner at (time) that day. I always celebrate Thanksgiving at my grandma’s house. We usually eat dinner at 3 o’clock that day.

My family (frequency) (action), but we (frequency) (action). My family sometimes plays football, but we always catch up with one another.

I (frequency) celebrate Thanksgiving at my (family member)’s house. We (frequency) eat dinner at (time) that day. My family (frequency) (action), but we (frequency) (action). I always celebrate Thanksgiving at my grandma’s house. We usually eat dinner at 3 o’clock that day. My family sometimes plays football, but we always catch up with one another.


Week 4






Lines of Communication to practice prompt, then language log to write it out.

Talking sticks to practice prompt, then language log to write it out.

Numbered heads to practice prompt, then language log to write it out.

A/B partners to practice prompt, then language log to write out prompt.

Board game with “frequency” spinners (fill in blank spinner with frequency adverbs), Student will use frame from Day 4 to describe their Thanksgiving.



Sentence strips/chart paper, markers, cue card, language log

Sentence strips/chart paper, markers, frequency chart, cue card, language log



All taught frames, board game with “frequency” spinners, frequency chart






You Do It: Structured Independent Practice



Day

One

Day

Tw

o

Day

Thr

ee

Day

Fou

r

Day

Fiv

e

Week 4





Teacher:

Language Function:

ELD Level(s): Whe

n +d

o

Whe

re +

do

Wha

t +do

Prep

ositi

ons

of t

ime

Freq

uenc

y ad

verb

s

Notes

Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.


Week 4

of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved

Daily Objective







to re-teach

Lang

uage

Pat

tern

s “M

orta

r”

Patterns for Responses to re-teach






Week 5 Re-teach or Assess





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


Day

One

Day

Tw

o

Day

Thr

ee

Day

Fou

r

Day

Fiv

e

Week 5 Re-teach or Assess


Food Appointments: Week 3

Cranberry Sauce:

Roasted Potatoes:

Yams:

Apple Pie:

Unit #4: Food, Family and Celebrations -Thanksgiving!...adjectives in order to describe when...

Documents

Transcript of Unit #4: Food, Family and Celebrations -Thanksgiving!...adjectives in order to describe when...