Continued Guided Practice with Cause & Effect- Lesson Plan
___Reading___ & ESL Lesson Plan Date: ____/____ Theme: ___Cause & Effect___
Content Goal: Students will listen to a grade-level text read aloud by the teacher and answer questions about events that happen in the story, explaining the “cause” of each event and the “effect” it had in the plot. Students will demonstrate comprehension of the plot by retelling and/or summarizing the story when we are finished reading. ---------------------------------------------------------------------------------------- Language Goal: Students will show that they understand “cause and effect” by answer questions about the story using four structures: If…, then… (cause, effect) …so… (cause, effect) …and as a result… (cause, effect) …because… (effect, cause) We expect students to reiterate the text verbatim initially, until they are comfortable with the “cause and effect” structures. Advanced students will model rephrasing of the “cause” and “effect” elements. Students will use the “cause and effect” structures to retell the story when we are finished reading. ---------------------------------------------------------------------------------------- Motivation We will discuss with students the genre of fiction and how animals can behave differently in the genre than in nonfiction. We will ask for an example from another text, television show, or movie, of an animal behaving like a human. We will show the cover of the book If You Take a Mouse to School and ask if they think it is a fiction or nonfiction text. Then we will ask them to listen to the back blurb and predict if the mouse with act mouse-like (and what that entails) or human-like (and how that would be different). We will remind them that readers always think about what they know, make predictions, and look at the cover before they read a book, then reevaluate those thoughts as they read. Presentation First, we will write the content and language goals on the board. We will provide the background example of “cause and effect” by pretending to write and then breaking a pencil and wanting to use the pencil sharpener. We will ask the students “What just happened?” “Why did I want to sharpen my pencil?” We will tell them that breaking my pencil was the cause (or reason) why I wanted to use the pencil sharpener (the effect). Next, we will show them a template with the four “cause and effect” structures. We will ask students to try each with a partner, using the pencil example. If we see that the students understand the use and order of the structures, we will begin reading the book. After the first “cause and effect” scenario, one of us will model identifying both, then using one of the structures to share it. We will tell students that they will need to listen carefully and when they hear an event in the story that contains a cause and an effect, they should raise their hand to share it with one of the structures. Then everyone will tell their partner about the scenario using a different structure. Practice & Application We will read aloud from the text, allowing students to identify the “causes and effects,” modeling for them if there is little participation. Students will gain practice with each structure. Review & Assessment When the story is finished, we will do a “telephone-style” summary: in a circle, students will retell the story using “cause and effect” structures, but not the same as the person before them. Extension To check students’ ability to apply this strategy independently, we will provide a mini-library of books by the same author. Each student will read a book and fill out a sheet with one of each of the “cause and effect” structures. When they are finished, they will share about their book in small groups, using the structures to assist in a summary of the story. | |
Key Vocabulary & Grammar: Newcomer/Beginner: School, lunchbox, sandwich, snack, notebook, pencil(s), locker, word, science, bathroom, clean, lunch, book(s), paper, bus. Intermediate: Contractions (pronoun + will), pronoun+ is), take a look around, might & probably (probability), experiment, wash up, building blocks, clay, bookshelf, “wait for the bus,” skateboarding. Advanced: “of his own,” “tuck it in,” “shoot a few baskets,” “stop to catch (one’s) breath,” “chances are. |
Materials: If You Take a Mouse to School, by Laura Numeroff Cause & Effect structures worksheets A variety of Numeroff “If you…” book |
Learning Strategies: Previewing Predicting Questioning Cause & Effect Retelling Summarizing |
Standards: -Recognize basic sight words -Write words and phrases - Interpret by answering factual questions -Recognize that background knowledge help to understand text - Understand a simple narrative text -Participate in simple discussions -Demonstrate understanding by retelling a story in own words -Write answers for classroom tasks |
Making Meaning Text | Vocabulary | Activities & Strategies | |
McDuff Moves In | tin, waft, celebrated, sound asleep, spooned, came up, swirl, nearly, clatter/splatter, wink, blink, tumble, dogcatcher, dog pound, collar, slice, stray | *Text-to-Self connections, teach hand signal *Have you ever been lost? How did you feel? What did you do to solve the problem? *Beginners talk about dogs, background knowledge and vocabulary. | |
Poppleton: “The Library” | lip balm (chapstick), pocketwatch, duffel, “buried (his) head in a book” (“got lost in a book”) | *Connect this to what students know about the library and what kinds of books they like to read there. *Library vocabulary: librarian, library card, check out, return, scan, hold, request, public, borrow vs. keep, due date, overdue, fine *Invite students who don’t have library cards to meet Ms. Walters there to get one together with their families. *Beginners go on a walking fieldtrip to the library? Or role-play checking out a book. | |
Sheila Rae, the Brave | block (neighborhood), fruit cocktail, no-, one-, two-handed (students model), fearless (brave), growled, stray (connect to McDuff), familiar, dashed | *What did McDuff do when he was lost and alone? What do you think Sheila Rae will do? How did they fix their problems differently? *Is it alright to feel scared? When is it most important to be brave? (doctor’s office, dentist, summer camp, in the dark, spiders, etc.) * Talking about bravery: “I was brave when….” using past tense verbs. Question: “Would I have been brave or scared if this happened to me?” Synonyms for brave (fearless, courageous, confident). *Beginners play “What scares you?” game | |
Ibis | Whale, starfish, pod, calf, drifting, reef, hazy, avoid, raft, panic, familiar | *Pre-assess past-tense verb use through Ibis retell: students choose one important part of text to draw and write a sentence describing using key word First (In the beginning), Next (In the middle), Then (In the middle), Last (At the end). Students should label their drawings with vocabulary from the text. Then the group will put the drawings/sentences in sequential order and each student will read the retell. *What would you do if a friend were in trouble? *Why did the people’s hands make Ibis feel better? What makes you feel calm when you’re scared? | |
A Chair for My Mother | Waitress, boss, tips, hum, bargain (cheap vs. expensive), savings, tulip (text-to-text: McDuff, he fell into the tulips), block (text-to-text: Sheila Rae, the dog lived down the block), silverware, bunch, spoiled, charcoal and ashes, supper, paper wrappers, enough, “couldn’t wait” | *What do you or what does your family do with money? Do you think it’s a good idea to save money? Why or why not? *Students will make text-to-self connections using would and could to answer the question: If you had a jar full of coins what would you do or what could you buy? “If I had a jar full of coins, I would… or I could buy…” *What do you buy that’s a bargain? *How do you help your family? | |
Jamaica Tag Along | tagging along, repair, ditch, rim, shoot baskets, dribbled, court, “serious ball,” whirled, crept, bothered, moat (castle), “back and forth,” “at a distance,” sprinkled, smoothed, mound, sandlot | *Students will make predictions in Jamaica Tag Along using the future tense (will or going to) after page 139 (teacher model after page 130). *Students will write about their experiences with “tagging along,” using their schema to answer the question “How did it make you feel?” “What can you do and say to fix the problem?” *Students will detail the lesson that Jamaica learned in the story by retelling the events in order using the keywords first, next, then, last or In the beginning, in the middle, in the end. *Beginners roleplay what to say when someone is tagging along and what to say when you want to play with someone. | |
Alexander and the Terrible, Horrible, No Good, Very Bad Day | Australia, double-decker (schema: What is double?), carsick, kit, invisible, cavity, horrible, terrible, carpool, scrunched and smushed, crybaby, sold out, code ring, lima beans, “by mistake” (by accident, it was an accident, not on purpose), tack, scolding, burned out, “I could tell…”, | *Have you ever done something bad “by mistake,” “by accident,” or “not on purpose”? What did you do or say to solve the problem? *Think about a bad day you had. How could you tell it was going to be a bad day? What happened? “I could tell it was going to be a bad day because…” *How do you make choices to make bad days better? What could you do if you felt left out? What could you do if you didn’t like your lunch? What could you do if your friend or sibiling was mean to you? *Students will use words that describe their feelings on a bad day by writing about one: hurt, left out, disappointed, sad, frustrated, mad, embarrassed, hopeful *Beginners will learn those feeling words with Ms. Walters’s feelings poster. | |
A Tree is Nice | shovel, hoe, rake, valley, woods (forest), trunk & limbs (trees and humans), shade, bonfire Vocabulary: names of different trees, local and native to students’ native countries: pine, maple, oak, birch, weeping willow, palm, apple, banana, mango, cherry, banyan, etc. | *Students will draw their visualizations and share them, labeling or describing what they drew. *Beginners will learn tree vocabulary: trunk, bark, roots, branches, leaves, sticks and twigs, sap, needles, forest, woods, seed, sapling, shade, climb, nest, squirrel. *What do trees do for us? (clean air, shade, climbing spot, home for a bird or squirrel) *What can we do to take care of trees? (reduce how much paper we use, reuse paper, recycle paper, don’t rip off the bark, make sure a tree gets good dirt, sunlight, and water) | |
The Giving Tree | gather, stump | •Visualize the tree missing each part. •Talk about the author’s purpose: to teach us a lesson about kindness and gratitude. •Compare and contrast different textual elements in A Tree is Nice and The Giving Tree: subject, setting, genre (fiction or nonfiction), author’s purpose, and tense. •To discuss the tense of the story (when did it happen?) show sentences from both books and guide them to looking at the verbs to notice the endings that would show past tense). Mark the similarities and differences on a venn diagram). | |
My Baby Brother | *Discuss baby sibilings. What makes a good big brother or sister? Can you do those things? Does your big brother or sister do those things? *How does a new baby change a house? How can you help take care of a baby? | ||
Poppleton: “Dry Skin” | Dandelion, itchy, scratchy, flakey, lint (show on clothes), lint brush, wart, flaking away | Students will learn the structure of a simile (as…as, or like) and that it is a way to compare two things. They will show understanding of similes by writing the meaning of a common simile. They will draw a situation and a descriptive sentence to show they can use the simile, and they will present their work to the class. Common Similes: “like two peas in a pod” “as busy as a beaver” “as clear as a bell” “as clean as a whistle” “as cold as ice” “as cool as a cucumber” “as dry as dust” “as easy as apple pie” “as flat as a pancake” “as free as a bird” “as hungry as a wolf” “as light as air” “as quick as lightning” “as tough as nails” “as white as snow” “fight like cats and dogs” “sleep like a log” “fly like an eagle” “eat like a bird” | Student-friendly Similes: “His skin was as dry as a desert” “His skin was as dry as an old apple” “He ran the mile run as quick as lightening” “Her juice was as sour as a lemon” “The big wool sweater was as warm as hot cocoa” “Your singing is as beautiful as a bird’s (singing)” “Her smile was like a shining star” “His anger was as powerful as a volcano” “Our class is as busy as beavers” “The pie was as sweet as honey” “The tears rolled down her cheeks like a river” “The basketball was as orange as a pumpkin” “The milk in my cereal is as white as snow” “My home is as cold as an igloo” |
Recipe Lesson (Pumpkin Pie) Let’s Celebrate Thanksgiving Lesson on other harvest holidays | tradition, pilgrims, Native Americans, feast, celebrate, share vs. trade, harvest, crops, share, community, neighbors, turkey, stuffing, gravy, thankful, grateful, appreciate, fortunate, lucky Recipe words: preheat, spices, dough, crust, temperature, utensils, bowls, add, mix, bake, cool, slice | * Students will understand the format of a recipe, including preparation, ingredients, and instructions. Students will demonstrate comprehension by retelling the steps to make a pumpkin pie (and follow the recipe if time/space permits). They will watch Ms. Walters’s video “From apple tree to apple pie.” They will answer literal and inferential questions about the recipe text. *Beginner students will learn cooking vocabulary and simple words related to recipes. *Harvest Festivals websites: http://www.everythingesl.net/lessons/ harvest_festivals_around_world_79423.php , including the Homowo Festival in Ghana, The Harvest Moon Festival in China, Chu Suk in Korea, Trung Thu in Vietnam, Holi in India http://www.theholidayspot.com/thanksgiving/ round_the_world.htm , including Croatia, Granada, and Canada http://www.harvestfestivals.net/nativeamericanfestivals.htm , including Zwanzaa and the Native American Green Corn Festival http://www.harvestfestivals.net/jewishfestivals.htm , including Sukkot, the Jewish harvest holiday Students will compare the holidays using a Venn diagram. Students will answer the questions: “Why do many countries have their own harvest festivals? Why are there similarities? Why are there differences?” *Students will use sentence frames to write what they are thankful for: “I am thankful for…because…” “I am grateful for…because…” “I appreciate…because…” “I am fortunate to have…because…” “I am lucky to have…because…” | |
Harvest Celebrations | tradition, harvest, Wampanoag, pilgrim, feast, history, historian, ancestors, investigate, fact, myth, stereotype | •First Thanksgiving Website: http://www.plimoth.org/education/olc • Make a KWL, but title it "We think we know," "We want to know," and "We learned." • 1. Whole group discussion of what they think they know about the first Thanksgiving. Students should use the sentence frame "We think we know." First have them share with their partners, then raise their hands to share as partners (one of us can lead the sharing and the other write down the responses). • 2. Vocabulary. • 3. Show the introduction to the website; it poses cool questions for the students to wonder. http://www.plimoth.org/education/olc One of us can go to the computer and the other can stand by the screen and point to the words while reading aloud. • 4. We'll ask them what they want to learn (which can be based on the website's questions). They can share with partners quickly again, then raise hands to share as partners "We want to know..." hopefully using some of the vocabulary (we can model it). We'll write that on the poster. • 5. Go to the first page of the website, investigating the first thanksgiving, showing two kids today. Then enter the website and notice the kids again. Then click on Fact or Myth? We have to look at the pictures and drag the myths to the correct pictures. Ask them to come up and point at the screen and explain why the words belong there. It's relatively easy. Close the website. • 6. Students should talk to their partners about what they learned, then raise hands to share as partners "We learned..." • 7. Last, we can ask students to look at our "What we think we know" column and think about what is fact and what is myth. Then they can raise their hands and come up to label what we wrote with one of those words. • 8. Last, explain to them that tomorrow we'll think about what Thanksgiving is like today in the U.S.A. so we can think about how the holiday has changed over time and think about why it has changed, why it's celebrated with certain traditions today. • • For Tuesday, do a three column chart. Left column will be "The First Thanksgiving," some change arrows (like in mathboxes) in the middle, and "Thanksgiving Today" in the right column. They could write facts from yesterday in "The First Thanksgiving" column. Then during the lesson students start at tables, discussing what Thanksgiving is like in American today, drawing a little picture (on a quarter-sheet) and writing a sentence below. When they come to the carpet, we can have them come up and share, glue-sticking their picture to the "Thanksgiving Today" column. Then we can guide them in thinking about why the tradition changed or stayed the same. For example: why do people still eat turkey? Why do people watch football on TV? Why are there parades? Why do we get the day off? Why do people go shopping on black Friday? ;) • Wednesday, do a quick overview of Eid and getting input from my "experts." Then we can model how to do the venn diagram about the two holidays using the questions on the paper. They can work with their MM partners to ask the questions one-by-one to each other then write on their papers. After each question, we can share responses and I'll add it to my big venn diagram. They should use the sentence frames to talk about the similarities or differences: • "Thanksgiving and Eid al-Adha are similar because they both..." "They are different because on Thanksgiving...but on Eid al-Adha..." | |
Frog and Toad: “The Kite” | stong wind (discuss what can be called “strong,” like coffee, weather, etc.), give up, junk, perhaps, meadow, a joke (can be funny or can be something that doesn’t work), thud | *Students will review similes and use them to discuss the story. Students will discern the lesson of the story about perseverance. *Beginners will discuss non-team-sport outdoor activities, like flying kites, riding bikes, playing in sprinklers, playing catch, and going to the playground. | |
What Mary Jo Shared | umbrella, raincoat, grasshopper Emotion words: shy, sad/unhappy/upset, happy, angry/mad, scared/frightened/afraid, confused, worried/nervous/anxious, excited, proud, guilty/sorry, frustrated, disappointed, lonely, embarrassed, silly, surprised, brave | *Students will consider traits that describe Mary Jo. They will make character inferences based on actions: “She (did this), which makes me think that she felt….” *They will bring in a personal object to share and the class will make inferences about what the item tells us about the student. | |
Erandi’s Braids | “Broke the silence,” last rays of the sun, heart pounded, sacrifice (to give up, the other sense), crimson, huipil=shirt, embroidery, procession, shivered and tremble, reddened with embarrassment, noticed, whirled, sort, barbershop (goods or services?), wove, gripped, pride, fortune, dawn | *Students will write about the lesson of the story: what was the author trying to teach children about helping their families? *The students will share sacrifices that they make to help their families. | |
Chester’s Way | croquette, diagonally, double-knots (meaning of single, double, triple, quadruple, and multi-, as in multicolored), miniature, first-aid kit (connection to Alexander), “have a mind of your own,” “can’t tell them apart,” “like two peas in a pod,” duplicate, disguise, fierce, conversation, catch up | *Students will indentify the kind of character Chester is through use of character trait words: hard-working/lazy irresponsible/responsible timid, shy/brave foolish/wise selfish/helpful mean/kind mischievous/obedient impatient/patient stubborn/cooperative jealous/grateful greedy/generous messy/neat suspicious/trusting risk-taking/safe, cautious untruthful/honest nervous/confident *Students will identify the author’s purpose for writing the text: The author wrote this book to teach me… I will show that I learned the lesson by… It will help me be a better kid because… | |
The Greatest Treasure | prove, cellar/basement, rafters/ceiling, gracious, scowl, wisely, “robbed me of…,” “whenever he had a chance,” treasure, merry, merriment, greedy, proverb, count, sort, “to lose count” | *Students will discuss why money is important to them and what is more important than money. *Students will understand that a proverb is a phrase or sentence that is meant to teach a lesson. It is something that parents say to children to pass along their wisdom and help kids to make good choices. *Students will become familiar with a few common proverbs and try to use them to share their wisdom with other: A chain is no stronger than its weakest link. (Teamwork) A friend in need is a friend indeed. (Helpfulness) A fool and his money are soon parted. (Don’t waste money) Actions speak louder than words. (Show your kindness) An apple a day keeps the doctor away. (Be healthy) Better to be safe than sorry. (Take care of your mind and body or you might regret your bad choices when you get hurt) Cheaters never prosper. (Copying someone won’t help you) Don’t cry over spilled milk. (Small problems shouldn’t get you too upset) Forgive and forget. (Don’t stay mad at people) Great minds think alike. (Suggest that this is a more mature way to think about having the same idea as another student, rather than thinking he or she stole your idea). If you want something done well, do it yourself. (Helpfulness) Laughter is the best medicine. (If you’re upset, try to find something to laugh about) Never put off until tomorrow that which can be done today. (Like homework, for example). One good deed deserves another. (Explain paying it forward). The early bird gets the worm. (Don’t be lazy) The grass is always greener on the other side. (People usually like what other people have more than their own things) The pen is mightier than the sword. (Writing your ideas can share them with many people, but fighting with one person will only affect that person) Don’t judge a book by its cover. (What a person looks like on the outside does not show what they are like on the inside) You can have too much of a good thing. (If you have too much candy, video games, TV, or fun, it isn’t always good for you) *Beginners will practice money vocabulary and shopping at a store: coin, change, penny, dime, nickel, quarter, cost, price, pay, change, tax, cash, credit, check. | |
The Art Lesson | “when I grow up,” grown up, cartwheels, copy, barber shop (connection to Erandi’s Braids), grocery store, frame, sheets (oh bed vs. piece of paper), carpenter, wrinkly, smock, chalk, school property, “folded his arms” | *Students will make predictions, character inferences, and tell the author’s purpose: “The author wrote this book to tell children that…” •Students will try different wording as well: The lesson in the story is… The moral of the story is… The author wanted me to learn… The author was trying to tell me… The author wrote this book to teach kids… *Beginner students will learn school art supply vocabulary: crayons, markers, paper, watercolors, paint, paintbrush, chalk. | |
Draw, Draw, Draw | barber, named after, hero, legend, active, famous, puppets, “putting on shows,” stubborn, recipes, tap dancing, advice, paid attention, “take seriously,” signs, signature | *Students will share wondering questions about Tomie dePaola. *Students will find answers in the text. *Students will consider cause and effect using the connecting words: In Tomie dePaola’s life, he…so, that’s why, or therefore he… | |
It Could Still Be a Worm | common, segments, bristles, reach, stretch, automobile, tunnels, attract, dull vs. bright, flat, harmful, “play an important part,” moisture, richer (soil) | *Beginner students will be pretaught insect vocabulary. | |
Plants That Eat Animals | minerals, snap shut, breaks down, sticky, liquid, pitcher | *Beginner students will learn plant vocabulary. | |
Fishes | brightly colored, darting, beneath, fresh-water, bodies of water: seas, oceans, lakes, ponds, river, streams, lungs, balance, stay still, location, slim and narrow, broad, shingles on a roof, suit of armor, slimy, eyelids | Pluralization: fish when talking about same kind, fishes when talking about different kinds. *Beginner students will learn ocean and fish vocabulary. | |
Pop! A Book About Bubbles | dip, wand, solution, shimmers, liquid, sticky, stretches, | ||
The Incredible Painting of Felix Clousseau | unknown, outrageous & ridiculous, stunned, genius, “only half of it,” hailed, commissioned, wealthy (review), baroness, chaos, public, furious, seized, notorious, “broke into” vs. broke, grasp, ferocious, medal of honor, studio (review) Questions: Why did painters come to Paris? What did the judges think of Felix Clousseau’s painting? Why the artwork win the grand prize? Did people like his paintings? Why or why not? Where did they send Felix? Where did he go in the end? | Students will practice asking questions to a partner about the book using Did. Teach that did “steals” the past tense from other verbs in the question or sentence. Writing: If I were a ________er (profession), I would want a painting of a ___________ because… Compile into a poster. | |
Galimoto | tin can, cornstalks, wire, handful, clever, flour, mill, grind, maize, out of turn, shrugged, coating, heap, spokes, thief, marketplace, shade, porridge, ambulance, helicopter | *Beginner students will learn vehicle names: ambulance, helicopter, car, truck, train, plane, boat vs. ship, tractor, golf cart, subway vs. metro. | |
The Paper Crane | evening, worn, unusual, word, overjoyed, host, gentle, raised, fold | *Students will practice cause and effect using the connecting words so, then, because, and “and as a result.” *Students will fill out a graphic organizer to explain the events and causes in the story. They will know that causes come first and make the effect happen next. They will understand that the cause is why the effect happened and that an effect is usually a change. *Students will follow multistep directions to make their own origami. | |
“Wild Rides” | roller coaster, limits, designers, true, model (like a designer’s first draft), “along for the ride,” “before you know it,” no clue, verdict, reach | ||
“Summer of the Shark” | Panic, odds, prefers, worldwide, “mistake for” | ||
“A Nose for the Arts” | canvas, brush (hair, tooth, paint), streaks, wound up, orchestra, thrilled, conserve, conservation center, modern | ||
Me, First | plump, snout, faint, curtsied, smack (as in, “right there”), honor, privilege, meaningful | *Students will discern the author’s purpose in writing the story and how they can show that they learned the lesson in their daily life at school. | |
Big Al | “at least,” blame, “work at it,” seaweed, disguise, “puffed up,” “steer clear,” delightful, gills, school (of fish), “just one of the crowd,” clumsy, single (one), bulged, “a shame,” “in an instant” | Students will answer the following questions: Have you ever felt left out? How did you feel? What did you do to solve the problem? *Students will make inferences about the character’s feelings. What was the moral of the story? (moral means lesson) | |
BASAL Text | Vocabulary | Activities & Strategies |
This is the Way We Go to School | Comparison vocabulary to describe how students in the class get to school (more, less, the same number/amount, zero) Preposition with transportation: ON the bus IN a car (______ drives me) ON my bike (ride) ON the train BY foot, car, bus, train, etc. | Make a bar graph of the ways that children in the class go to school. Students need to use the sentence frame “I go to school…” with the correct preposition. To promote listening to each other and correction first person conjugation of the verb “to go,” the rest of the class will say how each peer goes to school afterward: “He/She goes to school…” |
Emily and Alice Again | polished, shriek, enough, catch (her) breath, borrow vs. trade, suspicious, plain, collection, giggles, cartwheels | *Practice borrowing, sharing, and trading and compare them. *Talk about what students collect. *Start discussion of big and little siblings: would you ever trade your sibling? Why or why not? *What do you do when you want something that your friend has? What’s the best solution? *Inferring character traits from actions: “I think he/she is (adjective), because he/she (verb-present or past).” |
Max Found Two Sticks | gather, twigs, gonna vs. going to, whatcha vs. what are you, thighs, rhythm, imitate, chiming, startled, conductor, appeared, rounded (came around), nod and a wink (text-to-text McDuff- Does it mean the same thing in this story? What are the two meanings?), spare | *Sometimes you don’t always have a toy you want. How can you make believe? What could you imagine? |
Dinosaurs Alive and Well! | *Students will learn nutrition and health vocabulary and connect it to their schema about staying fit. They will draw/write diagrams that demonstrate what they do to eat healthy, and keep their bodies and minds energized. *Beginners will learn the parts of the body. They will talk about what makes each part healthy and sort healthy/unhealthy choices (fruits, vegetables, milk, meat, cheese, candy, chips, soda, exercise, playing outside, watching TV, playing video games, reading, sunblock, helmet, etc.) | |
Matthew and Tilly | Neighbors | *What do you do when you have a fight with a friend? *Model three things to say: How you feel: “That makes me feel…” What you want: “I want…please.” Something nice and helpful: “Maybe we could…” And if you did something wrong or unkind: “I’m sorry for…” *Beginners roleplay disagreements about name-calling, wanting the same toy/pencil, not wanting to play together. |
Mr. Putter and Tabby | tired of…, shelter, company, creepy, thinning, delighted, share (how is it different from borrowing or trading from “Emily and Alice Again”?), cute and peppy, creaked, purr | *What do you like to do with someone else? What makes you feel happy? *Would you rather do things by yourself or with a friend? Why? *Think about if your friends are similar to or different than you. What is the same and what is different about you? *Beginners talk about sharing and learn cat vocabulary (purr, fur, whiskers, paws, tail, pounce, lap, pet, tabby) |
Six-Dinner Sid | neighbor, perfect, cough, vet, future, dinner (supper), suspicious, “up to” something, slip out, mischief, swanky, smooched, means of transportation words (text-to-text with “This is the Way We Go to School”), chased, cuddled, fierce, owners, caught, “no business,” minded (Do you mind if…?), discovered, food vocabulary | *Why were the people suspicious? Why did they think Sid was making trouble? *What do you think about what Sid did? Would you ever do something like that? Why or why not? What could Sid have done instead? *If you want to do something but think it might bother another person, you should ask if they “mind” first. Students should practice asking, “Do you mind if I…?” *Beginners will practice phone vocabulary and roleplay talking on the phone (pick up, dial, greet, hang up) -This is __________. May I speak to_____________? I am calling because… -Who is this? May I take a message? |
*Students will become familiar with questions, words and phrases that are related to author’s purpose: What is the author trying to tell me? The author was trying to tell me… What was the author’s message? The author’s message was… Why did the author write this story for children? The author wrote this story for children because… What did the author want you to learn? The author wanted me to learn… What is the moral of the story? The moral of the story is… | ||
Abuela | country, above, adventure flock, glide, harbor, soared, swooping Bird vocabulary: fly, wings, flap, soar, swoop, take off, land | *Students will learn some Spanish words and phrases to practice: cerca del mar- near the sea Vamos a otra aventura- Let’s go have another adventure cuidado- careful tío, tía- uncle, aunt El parque es lindo- The park is beautiful Me gusta- I like las nubes- the clouds mira- look nuestra casa- our house Sí, quiero volar- Yes, I want to fly Descansemos un momento- Let’s rest a moment un gato- a cat una silla- a chair Buenos días- Hello, good morning Vamos al aeropuerto- Let’s go to the airport Limonada- lemonade tantos pájaros- too many birds ven- come They will find one word or phrase in the book and use context clues to discern its meaning. We will pair students with Spanish-speakers, so they can verify the meaning. Together, they will draw a picture to show the meaning and share how they could use the words when they talk to friends at school. |
Ananzi and the Talking Melon | Thorn, ripe, hoe, patch, lazy, bore, exclaimed, ridiculous, “time passed slowly,” bowed low, warthog, ostrich, impatient, insult, hurled, burst, rind, bunch (bananas, grapes, numerical noun) Fruit Vocabulary: peel (noun and verb), pit, seed, rind, skin, bunch, tree, bush, stem, berry; specific fruit names: banana, apple, pear, strawberry, blueberry, raspberry, cranberry, orange, lemon, lime, mango, papaya, melon, watermelon, cantaloupe, grapes, pineapple, coconut; and tastes: sweet or sour | *Students will understand folktales, including that they are the idea of passing a story down through generations, contain morals, and use a fictional story to explain something that people don’t understand (which they will compare with what they know to be the true explanation or what they can guess might be the true reason). *Students will write down what the lesson of the folktale is and describe what Ananzi does and why that makes him a trickster. *Students will locate the country of Ghana, where the story originates, on a map of the continent of Africa, recognizing the difference between a country and continent. *Students will consider the author’s purpose: what were the people who wrote this story trying to explain and teach? |
Nine-in-One, Grr, Grr! | Bamboo, nearer, often, mate, led to (“the road that led to…”), dangling, memory, clever, grinning, soared, shortcut, squawked, thoughfully, “in search of,” concentrating, innocently, furiously, Hmong Bird and Cat sounds: chirp- happy squawk- angry purr- happy growl- angry | *Students will understand folktales, including that they are the idea of passing a story down through generations, contain morals, and use a fictional story to explain something that people don’t understand (which they will compare with what they know to be the true explanation or what they can guess might be the true reason). *Students will locate Laos, where the story originates, on a map of the continent of Asia, recognizing the difference between a country and continent. *Students will consider the author’s purpose: what were the people who wrote this story trying to explain and teach? |
Coyote | “following your nose,” “to have a nose for trouble,” badger, woodpecker, catch fire vs. light a fire, flock, chanting, foolish, wince, gringe, chuckle, cackle, “let’s have some fun with him,” “to sing out of tune,” balance, “don’t leave me behind,” boastful, howl, mesa, boast, soaked, dust, burnt | *Students will understand folktales, including that they are the idea of passing a story down through generations, contain morals, and use a fictional story to explain something that people don’t understand (which they will compare with what they know to be the true explanation or what they can guess might be the true reason). *Students will locate New Mexico on a map of the continent of North America, within the country of the United States of America, recognizing the difference between a state, a country, and a continent. *Students will consider the author’s purpose: what were the people who wrote this story trying to explain and teach? |
Rabbit and Tiger | Deserve, back talk, “never show his face again,” bargain, long face, fiercest, “a trick up my sleeve,” scatter, nonsense, ancestor, puny, vine, fufill, grip, “to give your word” Synonyms for bargain: an agreement, a deal, an understanding | *Students will understand folktales, including that they are the idea of passing a story down through generations, contain morals, and use a fictional story to explain something that people don’t understand (which they will compare with what they know to be the true explanation or what they can guess might be the true reason). *Students will locate Puerto Rico on a map of the Caribbean Sea, recognizing that it is a part of the United States of America, and within the continent of North America, understanding that places may be connected to a country without being a state with it. *Students will consider the author’s purpose: what were the people who wrote this story trying to explain and teach? |
The Great Ballgame | argument, penalty, divide up, accept, creature, back and forth, advantage, jeer, hold back, swift, guard, “to grow tired,” horizon, dusk | *Students will understand folktales, including that they are the idea of passing a story down through generations, contain morals, and use a fictional story to explain something that people don’t understand (which they will compare with what they know to be the true explanation or what they can guess might be the true reason). *Students will locate the Great Lakes on a map of the United States, recognizing that it is a region of the United States of America, and within the continent of North America, understanding that areas within a country may have special names. Students will understand the historical significance of the story: the game was invented by Native Americans and played by different tribes, including the Ojibwe of Minnesota. French settlers changed the sport’s name (‘la crosse’ means the stick). It is a now a team sport in which players carry sticks with small nets on the end and pass a small rubber ball. They try to score goals by throwing the ball into the goal. *Students will consider the author’s purpose: what were the people who wrote this story trying to explain and teach? *Beginner students will learn team sport vocabulary: players, goalie, field, goal, score, halftime, win, lose, pass. |
The Night of the Stars | disappear, remains (stays there), tiptoes, often, “shut himself up in” (to go inside and close the doors and windows), peak, base, delighted, delightful, fist, punch | *Students will understand folktales, including that they are the idea of passing a story down through generations, contain morals, and use a fictional story to explain something that people don’t understand (which they will compare with what they know to be the true explanation or what they can guess might be the true reason). *Students will consider the author’s purpose: what were the people who wrote this story trying to explain and teach? *Students will demonstrate their knowledge of the components of folktales by writing their own, which must include: -a setting in a specific location (here or in another country) and elements in the story that show that setting -animal characters -something in nature and a made-up reason for why it is that way -a lesson for children, their own purpose as the author |
Shoes from Grandpa | “invited them over,” stood back, local, “go with,” blouse, shops (verb vs. noun), “I hate to be mean, but…” | *Beginner students will learn clothing vocabulary: shoes, pants, skirt, dress, shirt, sweater, jacket/coat, boots, scarf, hat, mittens/gloves, snowpants. They will practice sequencing words by writing the order in which to put on clothes in the morning to come to school. *Students will consider polite ways to accept gifts. What should you do if you receive a gift you don’t like? *Students will write thank you cards for a gift they recently received. |
The Relatives Came | ripe, loaded, tend, “pulled into” like a car into a driveway, came up (to drive north), drank up, ate up, extras, weren’t particular (as in, don’t mind what you get), new breathing= snoring, “waived them off,” pajamas | *Beginner students will learn to read, spell, and say relative names: brother, sister, mother, father, stepmother, stepfather, uncle, aunt, cousin, grandma, grandpa, great-grandma, great-grandpa, son, daughter, niece, nephew, grandchild, grandson, granddaughter. *Students will write about a time they visited family or family came to visit them. What was similar and different in your experience than in the story? |
Too Many Tamales | Mouthful, confess, gasped, glittered, tamales, corn: husks ears kernels “corn on the cob” masa, knead Extra: snowdrift, dusk, “couldn’t help herself,” glob, tagging along (review from Jamaica Tag Along), snipping, skidded, piped up, littered, stretched, interrupt, filed, nudged, groan | *Beginner students will revisit cooking vocabulary and write recipes for their favorite meals from home. Students will practice reading a recipe and following multistep written directions. *Students will use character trait words to describe Maria. |
Willie’s Not the Hugging Kind | commotion, wriggled/squirmed, pinched his nose, “_______ all around” (for everyone), mugged | *Students will identify the reason why the author wrote the book. “The lesson in the story is that…” *Students will write if they are the hugging kind or not and give a reason. |
Shooting Stars | gaze, streak (connection to “A Nose for the Arts”), discover, crater, particles, specks, bits, meteor, meteoroid, meteorite | *Students will begin to learn the elements of nonfiction: -photographs (or illustrations for true events that can’t be photographed or happened in the past) -information -table of contents -chapters or sections -headings and subheadings -glossary -index -non-narrative structure (no beginning, middle, or end) *Students will identify the main idea of the story and supporting details, that there are rocks that fall through the sky and that many of them have fallen to Earth. *Students will practice main idea and supporting details throughout the day in their descriptions and recommendations of books, movies, and TV shows to other students: “It’s all about…For example, _________, ____________, and ________.” |
Postcards from Pluto | blast off, tour guide, solar system (solar-about the sun), rotate vs. orbit, in motion, dizzy, sunspot, pressure, plenty, meteor, gasses and liquids, crust (planet, pie, pizza), outer/outermost, | *Beginner students will learn space vocabulary: space, solar system, planet, moon, sun, star, astronaut, satellite, spaceship, gravity, oxygen. *Students will write what they learned about the solar system and then identify the main idea of the text. *Students will write postcards from Earth using the template. *Students will read about one part of the solar system and roleplay those parts in a mock solar system, wearing a photo of their role on their hats. |
The Little Painter of Sabana Grande | brook, meadow, dawn, “deep in the jungle,” shallow, fistful, “itched to” | *Beginner students will learn art vocabulary: paint, paintbrush, mix, canvas, easel, sketch, sculpture, carving, frame, museum, studio, portfolio, mural. |
Annie’s Gifts | a uniform, company, performance, chorus, squirm, gift (present vs. talent) Music-related words: trembled, stomped, bass beat, swayed, swung, tapped, squeaked, squawked (review from Rabbit and Tiger), honked, croaked, sobbed Musical instruments: the drums, the piano, the grand piano, the guitar, the clarinet, the trumpet, the tuba, the flute, the violin, the cello | *Students will listen to clips of the sound made by each instrument on the internet and pretend to play them. *Students will consider their own gifts. |
Grandfather’s Dream | dikes, plenty, impatiently, anxiously, reserved, otters, snatched, monsoon, sheets (bed and paper vs. hard rain), swelled, banks (money vs. side of rivers), drain, committee, adjusted |
Monday | Tuesday | Wednesday | |
8-8:30 | ESL Team Meeting ITake iPods to Room 215 | ||
8:30-9 Room 122 | Language Goal: | Language Goal: | |
Newcomer Group | Newcomer Group | ||
Making Meaning Language Goal: | Making Meaning Language Goal: | Making Meaning Language Goal: | |
9-9:30 Room 216 | IPick up iPods from 215 IReturn to Computer Lab Cart | ||
9:30-10 Room 215 | |||
10-10:30 Room 214 | |||
10:30-11 Room 211 | |||
11-11:30 Room 215 | |||
12-12:30 Room 122 | Language Goal | Language Goal | Language Goal |
Vocabulary Introduction/Practice | Making Meaning | Making Meaning | |
12:30-1:20 Room 211A | Language Goal | Language Goal | Language Goal |
2:15-3 Room 26C | Art | Art | Art |
Thursday | Individual Goals: | Friday | |
8-8:30 | Hall Duty ITake iPods to Room 211 | Class 1 | ITake iPods to Room 216 |
8:30-9 Room 122 | Language Goal: | Language Goal: | |
Newcomer Group | Newcomer Group | ||
9-9:30 Room 216 | Individual Goals IPick up iPods at Room 213 IReturn to Computer Lab Cart | Class 2 | Grammar |
Language Goals: | |||
9:30-10 Room 215 | IPick up iPods at Room 214 IReturn to Computer Lab Cart | ||
10-10:30 Room 214 | Class 3 | ||
10:30-11 Room 211 | |||
11-11:30 Room 215 | Class 4 | ||
12-12:30 Room 122 | Language Goal: | Language Goal: | |
12:30-1:20 Room 211A | Language Goal: | Class 5 | Language Goal: |
2:15-3 Room 26C | Art | Art |
2nd Grade | |||||||||||
Small Group 12:40-1:20 | |||||||||||
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Interventions: | |||||||||||
Monday | Tuesday | Wednesday | Thursday | Friday | |||||||
Guided Instruction | Guided Instruction | Guided Instruction | Guided Instruction | Guided Instruction | |||||||
Practice | Practice | Practice | Practice | Practice | |||||||
Grammar (Fridays) 9-11:30, every 30 minutes | |||||||||||
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Lesson: | Differentiation: | ||||||||||
Kindergarten | ||||||
Newcomer Group 8:30-8:57 | ||||||
Monday | Tuesday | Wednesday | Thursday | Friday | ||
Language Goals: | ||||||
Language Goals: | Language Goals: | |||||
Monday | Tuesday | |||||
Language Goals: | Language Goals: | |||||
Wednesday | Thursday | |||||
Language Goals: | ||||||
Friday | Students | |||||
Materials | ||||||
I bring: - - - | Collaborating Teacher brings: - - - | |||||
