grade level teams plan collaboratively to identify: · web viewthere is an enormous rock to the...

Unit #7 Animals & Environment ~ Northwest Animals

Level: EA/A Function(s): 7.11 Describe the physical attributes of a place Grade(s): 4Weekly Planner

Day One Day Two Day Three Day Four Day FiveDaily Objective

Students will be able to use (topic vocabulary or

pattern)___ in order to ____(language use)___.

SWBAT use topic vocabulary and precise adjectives in order to describe a place.

SWBAT use cardinal directions in order to describe the location of objects in a place.

SWBAT use figurative language in order to describe the objects in a place.

SWBAT use figurative language and cardinal directions in order to describe objects in a place.

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

Topic Specific Vocabulary“Bricks”

and / orGrammatical Forms “Mortar”

to support the patterns for prompt / response below

Topic vocabulary:Cascade Mountain Range, Oregon coast, Willamette Valley, Eastern Oregon, coast, mountain, slope, rocks, trees*other student generated ideas

Adjectives:vast, enormous, immense, tiny, humid, balmy, unwelcoming, inhospitable, moist, miniscule, gigantic, jagged, coarse, tepid, arid, coarse

Cardinal directions:north, south, east, west

Figurative language:metaphors and similes-list generated with student input All taught vocabulary

Lang

uage

Pat

tern

s

Patterns for Prompts

How would you describe the (place)?

How would you describe the Oregon coast?

What’s to the (cardinal direction)?

What’s to the west?

Tell me about the (noun). What was it like?

Tell me about the sand. What was it like?

Where was the (noun)?

Where was the rock?All taught prompts

of 33 Topic: Animals & Environment Level: EA /A Lesson Written by: Gibelle Vazquez, Dana Re & Becky Mendez Planning Format © E.L. Achieve/2009. All Rights Reserved

Week 1

Unit #7 Animals & Environment ~ Northwest Animals“M

orta

r”

Patterns for Responses

The (place) is the type of place where there are (adjective) (noun) and (adjective) (noun).

The coast is the type of place where there are gigantic trees and rocky shores.

There is a/n (adjective) (noun) to the (cardinal direction). The (noun’s) (noun) is (adjective).

There is an enormous rock to the west. The rock’s peak is jagged.

The (noun) was as (adjective) as (comparison).

The sand was as coarse as my father’s beard.

The (noun) was to the (cardinal direction) of the (noun). It was as (adjective) as (comparison).

The rock was to the west of the tree. It was as jagged as a broken window.

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 in language logs.

A/B partners to practice the prompts


A/B partners to practice the prompt


Dialogue Bubbles with A/B partners to practice the prompt


Board game to practice the prompt

Think-pair-write-share to describe the environment of the small picture they receive to practice the prompt


Materials Plus, Routines for Teaching

and Practicing (Tab 4)

Background picture, adjective cards, chart paper/sentence strips

Background picture, adjective cards, chart paper/sentence strips, compass rose

Background picture, adjective cards, chart paper/sentence strips, compass rose, tchr made chart of figurative language

Background picture, adjective cards, chart paper/sentence strips, compass rose, tchr made chart of figurative language

Background picture, adjective cards, chart paper/sentence strips, compass rose, tchr made chart of figurative language, picture of different environment


Unit #7 Animals & Environment ~ Northwest AnimalsOpening: Bring

to Life & State Objective

I Do ItModel New Language

I/We Do ItModel and Monitor Practice

You Do It:Structured Independent Practice

Wrap-Up & Reflection

3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes

Day

One

Ask students if they have ever been to the coast. Have them close their eyes and imagine what it was like.

The (place) is the type of place where there are (adjective) (noun) and (adjective) (noun).

The coast is the type of place where there are gigantic trees and rocky shores.

Echo repeat/choral responses Lines of communication to practice the prompt

Describe one area of the poster in language journal, or orally to a partner.

Day

Two

Teacher introduces the compass rose with cardinal directions and the sentence frames for the day.

There is a/n (adjective) (noun) to the (cardinal direction). The (noun’s) (noun) is (adjective).

There is an enormous rock to the west. The rock’s peak is jagged.

Echo repeat/choral responses A/B partners to practice the prompt

In language journal, write 2-3 sentences (in response to teacher’s question.

Day

Thre

e

Teacher introduces sentence frame for the day. Models a couple of figurative languages phrases and starts a list. Students help to brainstorm and add to the list.

The (noun) was as (adjective) as (comparison). The sand was as coarse as my father’s beard.

Echo repeat/choral responses Talking chips in table groups to practice the prompt



Week 1


Day

Four

The (noun) was to the (cardinal direction) of the (noun). It was as (adjective) as (comparison).

The rock was to the west of the tree. It was as jagged as a broken window.

Echo repeat/choral responsesA/B partners with dialogue bubbles from Blackline Master Book to practice the prompt


Day

Five Board game using

patterns from all week

Board game using patterns from all week

Teacher models using frames from all week to write a paragraph about an environment (choose a familiar one students will know, like their classroom)

Think-pair-write-share to describe the environment of the small picture they receive to practice the prompt

Students will share out their writing with another person in the class.



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: Describe a place

ELD Level(s): Early Advanced/Advances prec

ise

adje

ctiv

es card

inal

di

rect

ions

sim

iles/

m

etap

hor

sfig

urat

ive

lang

uag

Notes

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© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.3

Week 1


Level: EA/A Function(s): 7.8 Describe the physical characteristics of an animal Grade(s): 4Weekly Planner

Day One Day Two Day Three Day Four Day FiveDaily Objective

Students will be able to use (topic vocabulary or

pattern)___ in order to ____(language use)___.

SWBAT to use topic vocabulary in order to describe an animal using precise adjectives.

SWBAT to use topic vocabulary and figurative language in order to describe an animal’s body parts.

SWBAT to use specific adjectives in order to make generalizations about an animal.

SWBAT to use figurative language in order to make generalizations about an animal.

SWBAT to use all taught forms in order to describe the physical characteristics of an animal.




Animals: mountain lion, gray wolf, beaver, spotted owl, rattle snake, Pacific tree frog, fiddler crab, millipede, sea lion, big horn sheep

Adjectives: ish and lywhitish, brownish, bluish, chilly, chalky, pinkish, student generated “ish” adjectives

Body parts:mouth, beak, tail, legs, feet, paws, hooves, claws, feathers, wool, skin, hair, fur, scales, plates, whiskers, horns, shell, disks, rattle, fangs, antennae

Figurative language: student generated, see list from last week, sharp as a knife, smooth as a polished stone,

Adverbs: generally, usually, typically, as a rule

All taught vocabulary

Lang

uage

Pat

tern

s


What was the (animal) like?

What was the gray wolf like?

What was the (animal’s) (body part) like?

What was the gray wolf’s fur like?

What was unique about the (animal’s) (body part)?

What was unique about the gray wolf’s fur?

What was unique about the (animal’s) (body part)?

What was unique about the gray wolf’s fur?

All taught prompts

Page 4 of 33 Topic: Animals & Environment Level: EA /A Lesson Written by: Gibelle Vazquez, Dana Re & Becky Mendez Planning Format © E.L. Achieve/2009. All Rights Reserved

Week 2

Unit #7 Animals & Environment ~ Northwest Animals“M

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r”


The (animal) was (adjective withl y or ish) and (other adjective with ly or ish).

The gray wolf was brownish and bristly.

The (animal’s) (body part) was (adjective) as a (noun).

The gray wolf’s fur was bristly as a toothbrush.

(Adverb) the (animal’s) is/are adjective, however / but, that / those (body part(s) was / were (adjective).

Usually the gray wolf’s fur is grayish, however that fur was brownish.

(Adverb) the (animal’s) is/are (adjective) as a (noun), however / but, that / those (body part) was / were (adjective) as a (noun).Usually the gray wolf’s fur is soft as a pillow, however, that fur was bristly as a toothbrush.






Talking stick in small groups to practice the prompt. (Use animal dice to determine animal.)

Write in language log.

Give one, get one to practice the prompt.


Numbered heads in small groups to practice the prompt.



Think-pair-share-write-students describe the physical characteristics a different ocean animal or a non-ocean animal.




Background picture, animal picture cards, body part process grid, adjective cards/list, chart paper/sentence strips, talking sticks, animal dice

Background picture, animal picture cards, body part process grid or picture cards, adjective cards/list, chart paper/sentence strips, figurative language chart from last week

Background picture, animal picture cards, body part process grid, adjective cards/list, chart paper/sentence strips, figurative language chart from last week

Background picture, animal picture cards, body part process grid, adjective cards/list, chart paper/sentence strips, figurative language chart from last week

Background picture, animal picture cards, body part process grid, adjective cards/list, chart paper/sentence strips, figurative language chart from last week, picture of other ocean animal



Opening: Bring to Life & State Objective






Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

ve


Week 2




Teacher: Language Function: Describe physical characteristics

ELD Level(s): Early Advanced/Advanced adje

ctiv

es

“ish

/ly”

figur

ativ

e la

ngua

ge

adve

rbs

mak

e ge

nera

lizat

ions

Notes

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Week 2


Level: EA/A Function(s): 7.15 Compare and Contrast Actions Grade(s):

4

Weekly PlannerDay One Day Two Day Three Day Four Day Five

Daily ObjectiveStudents will be able to

use (topic vocabulary or pattern)___ in order to ____(language use)___.

SWBAT to use past participle verbs in order to describe what an animal does well.

SWBAT to use past participle verbs and conjunctions in order to describe what an animal does and what it is good at.

SWBAT to use conjunctions and comparative structures in order to contrast different animals’ actions.

SWBAT to use conjunctions, connecting ideas and comparative structures in order to compare and contrast different animals’ actions.

SWBAT use all taught forms in order to compare and contrast actions.




Past participle of precise verbs: swum, run, glided, stomped, nibbled, thought up, glared, dominated, risen

Adverbs: good vs. well

Conjunctions: Not only… but also

Adverbs: good vs. well

Nouns based off actions: swimmer, runner, glider, eater, thinker, hunter

Conjunctions: although, whereas

Adverbs: superlatives and comparative

Connecting Ideas: Despite the fact that, even though, similarly, likewise,

All taught vocabulary

Lang

uage

Pat

tern

s “M

orta

r”


What has the (animal) done well?

What has the gray wolf done well?

What else has the (animal) done?

What else has the gray wolf done?

Which animal (verb+s) (comparative adverb), the (animal) or the (other animal)? Which is the (superlative) (noun)?

Which animal hunts better, the mountain lion or the gray wolf? Which is the best hunter?

What do the (animal) and (other animal) do well? How do they do it differently?

What do the mountain lion and the gray wolf do well? How do they do it differently?

All taught prompts


Week 3



The (animal) has (participle) well.

The gray wolf has hunted well.

Not only has the (animal) (participle), but it also (participle). It is a good (noun).

Not only has the gray wolf hunted, but it also ate. It is a good eater.

( Although / Whereas) both animals (verb) (adverb), the (animal) (verb+s) (comparative adverb) than the (other animal). It is the (superlative) (noun).

Although both animals hunt well, the mountain lion hunts better than the gray wolf. It is the best hunter.

( Connecting Idea) both (animal) and (other animal) (verb) well, the (animal) (verb+s), (comparative adverb) than the (other animal), (although/whereas) the (other animal) (verb+s), (comparative adverb) than the (animal).

Despite the fact that both the mountain lion and the gray wolf hunt well, the mountain hunts more stealthily than the gray wolf, although the gray wolf hunts more cooperatively than the mountain lion.






Lines of communication with verb cards (or animal picture cards) to practice the prompt.


Talking chips in small groups to practice the prompt.


Talking stick in small groups with 2 different animal dice (compare/ contrast animals shown on dice).




Animal appointments to practice the prompt.




Background picture, animal picture cards, verb chart/cards, sentence strips/chart paper, markers

Background picture, animal picture cards, verb chart/cards, sentence strips/chart paper, markers, talking chips

Background picture, animal picture cards, verb chart/cards, sentence strips/chart paper, markers, animal dice, talking sticks










Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

veWeek 3




Teacher:

Language Function: Compare & Contrast Actions

ELD Level(s): Early Advanced/Advanced Past

pa

rtci

ple

verb

s

G

ood

vs w

ell

conj

unct

ions

adve

rbs

conn

ecti

ng

idea

s Notes

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Page 11 of 33 Topic: Animals and Environment Level: EA/A Lesson Written by: Gibelle Vazquez, Dana Re & Becky Mendez Planning Format © E.L.Achieve/2009. All Rights Reserved

Week 3


Level: EA/A Function(s): 7.29 Explain Cause and Effect Relationships: Processes. Grade(s): 4Weekly Planner

Day One Day Two Day Three Day Four Day Five



SWBAT to use past participle verbs in order to describe what an animal does well.

SWBAT to use past participle verbs and conjunctions in order to describe what an animal does and what it is good at.

SWBAT to use conjunctions and comparative structures in order to contrast different animals’ actions.

SWBAT to use conjunctions, connecting ideas and comparative structures in order to compare and contrast different animals’ actions.

SWBAT use all taught forms in order to compare and contrast actions.




Reasons: protect itself, keep safe, survive, eat, hunt + student generated list Phrasal verbs: gave off, put on, got around, backed down, let in, caught, up, got up, gave up, calmed down, fell down, held onto

Conditional: unless, due to, since, if All taught vocabulary

Lang

uage

Pat

tern

s “M

orta

r”


Why did the (animal) (phrasal verb)?

Why did the fiddler crab back down?

What would have happened if the (animal) had(n’t) (past participle)?

What would have happened if the fiddler crab r hadn’t backed down?

Why did the (animal) (phrasal verb)?

Why did the fiddler crab back down?

Why did the (animal) (phrasal verb)? What would have happened if the (animal) had(n’t) (past participle)?

Why did the fiddler crab back down? What would have happened if the fiddler crab hadn’t backed down?

All taught prompts


Week 4



The (animal) (phrasal verb) to (reason).

The fiddler crab backed down to keep safe.

If the (animal) had(n’t) (past participle), it would(n’t) have (participle reason).

If the fiddler crab hadn’t backed down, it wouldn’t have been safe.

(Conditional word) the (animal) (passive voice verb), it (verb+s) to (reason).

Since the fiddler crab is preyed upon by other animals, it backs down to keep safe.

(Conditional word) the (animal) (passive voice verb), it (verb+s) to (reason). If the (animal) had(n’t) (past participle), it would(n’t) have (participle reason).

Since the fiddler crab r is preyed upon by other animals, it backs down to keep safe. If the fiddler crab hadn’t backed down, it would have been eaten.








Play Song 28 From Learning English Song Book. “Dear Teacher” pg 47

Students write a verse (or more) in language log to add to end of song about an endangered animal.

Talking chips in small groups to practice the prompt.


A/B partners to practice the prompt.


Board game with all sentence frames from week to practice the prompt.





Background picture, animal picture cards, verb chart/cards, sentence strips/chart paper, markers, Learning English Songbook and CD

Background picture, animal picture cards, verb chart/cards, sentence strips/chart paper, markers, talking chips

Background picture, animal picture cards, verb chart/cards, sentence strips/chart paper, markers, A/B lanyards










Day

One

Day

Two

Day

Thre

eDa

y Fo

urDa

y Fi

ve


Week 4




Teacher: Language Function: Explain Cause/Effect Relationships

ELD Level(s): Early Advanced/Advanced phra

sal

verb

s

conj

unct

ion

s

pass

ive

voic

e ve

rbs

cond

ition

al te

nse

conn

ecti

ng id

eas

Notes

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© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.15

Week 4

Week 5 Re-teach or Assess


Weekly PlannerDay One Day Two Day Three Day Four Day Five






Lang

uage

Pat

tern

s “M

orta

r”


to re-teach

Patterns for Responsesto re-teach












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


Day

One

Day

Two

Day

Thre

eDa

y Fo

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ve


Week 5 Re-teach or Assess


Background picture



Small picture cards



Person Mouth Arms/hands Legs/feet Skin othermountain lion a mouth legs/paws* fur* whiskers*

grey wolf a mouth legs/paws* fur*

beaver a mouth legs/webbed feet* fur* whiskers*

spotted owl a beak* wings* legs/feet/claws* feathers*

rattlesnake a mouth scales* a rattle*fangs*

Pacific tree frog a mouth legs/feet* skin* disks*

millipede a mouth legs* plates* antennae*

fiddler crab a mouth pincers* legs/feet a shell*

sea lion a mouth flippers* fur* whiskers

big horn sheep a mouth legs/hooves* wool* horns*

Intro: A person has a mouth, arms/hand, legs/feet, skin and other body parts. But for some animals, those parts have different names……*picture included, if no picture, just write word in **Include article (ie “a” beak)




http://www.google.com/imgres?um=1&hl=en&safe=active&sa=N&biw=1024&bih=587&gbv=2&tbm=isch&tbnid=0Lh0zEK9R62gZM:&imgrefurl=http://www.pictures-of-cats.org/Mountain-Lion-Tracks.html&docid=3cIKkoF89hihNM&imgurl=http://lh5.ggpht.com/_LlfXWxcpJyU/SkC0BTLrUUI/AAAAAAAAMoc/UjaxvM9RBPE/cougar%252520paw%25255B6%25255D.jpg&w=500&h=375&ei=XXW4TqeQDameiQLno8GKBQ&zoom=1%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5



http://www.google.com/imgres?um=1&hl=en&safe=active&gbv=2&biw=1024&bih=587&tbm=isch&tbnid=y2jszP6ZgOxY0M:&imgrefurl=http://www.art.com/products/p14245958-sa-i2859925/george-grall-rattle-of-the-rock-rattlesnake.htm&docid=gL-PUb9nlqMnKM&imgurl=http://cache2.artprintimages.com/p/LRG/27/2798/359OD00Z/art-print/george-grall-rattle-of-the-rock-rattlesnake.jpg&w=400&h=300&ei=dXe4TpecPMqRiAKFsNHABA&zoom=1%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


Formal ESOL Writing PromptWoodburn School District

Name_________________________________ Grade__4___ Date____________ Proficiency Level: __Early Advanced/Advanced Tested by: _______________

Please remember to take down (or cover) written sentence frames andwritten topic-specific vocabulary before giving formal writing prompt.

Function: __ To explain cause and effect relationships and processes ____ Form: since, because, so, adverbs, and auxiliary verbs like could and must__Prompt: We have spent the last month studying animals and their environments. Please choose an animal. What was it like? What was its environment like? What did it do well? What did it do better than other animals? Now think of a situation where this animal had to keep safe. Why? What would have happened if it hadn’t kept safe?


grade level teams plan collaboratively to identify: · web viewthere is an enormous rock to the...

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