Level Lesson Plan Session 1

Transcription

1 Session 1 Check Homework Check the Write It assignments from the last session in L2U6L5 : an essay describing a fairytale. Warm-up 1. Introduce the three new words about sea animals by showing the picture of the fish, and asking students where they live. Point out that fish is the same word for singular and plural. Elicit sentences with is and are. You can model examples, such as: The fish is fast. The fish swim together. Tell students that in this lesson, they ll learn about different animals that live in the ocean. Show a picture of an ocean habitat. 2. Show the picture of the harp seal. Explain that there are different species of seals, and that this one lives in the Arctic. Invite a student to point to the Arctic on a world map. Show a picture of the Arctic. Ask students what they think the Arctic habitat is like. 3. Show the picture of the penguin. Tell students there are many kinds of penguins, too, and that some penguin species live in Antarctica. Ask a student to find Antarctica on the map, and show a picture of this habitat. 4. Use the Think-Aloud strategy to model your thinking process as you make connections to the word habitat. In this way, you are modeling the questions students can think about as they make their own connections. For example, you can wonder out loud as follows: I think habitat has something to do with where the animals live. And it looks like habitats can be different for different animals. Some animals need water, and some need ice. Maybe some other animals need to live where it s hot or dry. I wonder what my habitat is. If you have French-speaking students, point out the connection to the cognate: the verb habiter. 5. Now ask students to make connections to the word. Ask if anyone can give more examples of habitats. 6. After students have shared their connections, define the word habitat together.

2 Session 1 (cont.) Vocabulary 1. Watch Words to Know, stopping to ask questions and to give more examples as needed. Elicit connections students make to the words, and elicit sentences with the words. 2. Print copies of the Make a Prediction graphic organizer found at the end of this lesson. Students complete the first half that asks, What do you think it means? They answer using prior knowledge and the information from Words to Know. They complete the second half as they watch the movie. 3. Ask students to look at the words and predict what the movie is about based on the words. Ask partners to think of a one-sentence prediction. Practice I Print and enlarge (so they are visible from the board) the active and passive sentence strips found at the end of the lesson. Cut the strips into segments. Use paper clips to separate the strips into pairs of active and passive sentences. Or, if you are using an interactive board, type each segment as an individual object, to be able to manipulate them. 1. Introduce the difference between the active and passive voices, by sharing the following story with the class in an exaggerated and dramatic way. As you say each sentence, put the active sentence strips on the board. Hold up an apple and say: Apples keep me very busy! I buy the apples. I take the apples home. I wash the apples. I put the apples in a bowl. While I m watching television, I eat the apples. Sometimes I make an apple cake. Whew! I do so many things with these apples! I am so ACTIVE! Label the left side of the board: ACTIVE. Now make a big deal of looking at the apple and thinking about it. As you say each passive sentence (see below), display the sentence strip next to the active version of the sentence. Make it obvious that the subjects are changing places. Note: After the first few sentences, you may want to ask the students to put up the passive sentences. But what about all the things that happen to THE APPLES? The apples are bought. The apples are taken home. The apples are washed. The apples are put in a bowl. The apples are eaten. And sometimes an apple cake is made.

3 6.5 Lesson Plan Session 1 (cont.) Practice I (cont.) Label the right side of the board: PASSIVE. As in a Concept Attainment activity, encourage the students to identify the differences between the two sides. They should notice the following main points about passive sentences: We use be (am/is/are) and the 3rd form (past participle) of the verb. The action is the most important part of an active sentence. In a passive sentence, the focus is the person or thing the action is happening to. In passive sentences, the person doing the action isn t important or is sometimes unknown. 2. Watch Facts to Know. Movie 1. Ask the students to look for the following things as they watch the movie: problems and solutions passive sentences (it may help to turn on closed captioning so they can see and hear the sentences). 2. Watch the movie. 3. On a second viewing, pause at the appropriate places for students to complete the second half of the Make a Prediction graphic organizer. Practice II Students work on selected features from this lesson, such as Words, Words, Words or Hear It, Say It. Homework A. Think of things that are made of wood, metal, plastic, and glass. Write a sentence for each one. Bring in a picture, if you can. 1. is made of wood. 2. is made of metal. 3. is made of plastic. 4. is made of glass. B. Complete each passive sentence with am, is, or are. 1. English spoken in many countries. 2. Harp seals found in the Arctic. 3. Our clothes washed every week. 4. Some animals endangered.

4 Session 1 (cont.) Homework (cont.) C. Choose one of the following words and create a Word Map: extinct, endangered, habitat, species, law. Note: This activity is adaptable for students different levels by modifying the labels of the four squares as Picture, Examples, Synonyms, Antonyms, Word Connections (Related Words), Sentence, or Definition. Since some students have more background knowledge than others, this is a good strategy for differentiating instruction. Answers do not have to be complete sentences; words or sentence fragments are acceptable. Students may use their native language, if necessary, as the purpose is to understand the concept of more abstract or academic vocabulary. Sum-up 1. Build a table with flashcards of the words below, on the board, or create a table with each word as an individual object on the interactive board. Challenge students to match the three forms of the verbs, in order (base, past tense, third form). begin began begun drink drank drunk ring rang rung sing sang sung For an additional challenge, fill in the base form of an irregular verb, and ask students to fill in the second and third forms. 2. Which word doesn t belong? 1. die / kill / species / extinct (about death) 2. habitat / ice / melt / snow (related to ice) 3. fish / pandas/ penguins / seals (take s in the plural) 4. Antarctic / Arctic / habitat / Africa (names of places) 5. endanger / ice / wood / glass (materials, nouns)

5 Session 1 (cont.) Active - Passive Sentence Strips ACTIVE PASSIVE I buy the apples. The apples are bought by me. I take the apples home. The apples are taken home. I wash the apples. The apples are washed. I put the apples in a bowl. The apples are put in a bowl. I eat the apples. The apples are eaten. I make an apple cake. An apple cake is made. Make a Prediction Word What do you think it means? Definition from the movie endangered species extinct habitat

6 Session 2 Warm-up 1. Build another table with flashcards on the board, or with each word as an individual object on the interactive board. Again, have students match the three forms of the verbs. blow blew blown fly flew flown grow grew grown know knew known throw threw thrown draw drew drawn 2. Show the pictures of the animals.. Students share facts they know or remember about each animal. Ask what they remember about any other animals that were mentioned in the movie. 3. Show the picture of the fish food chain. Elicit passive sentences to describe the picture. Provide an example to get them started. For example: The small fish is eaten by the bigger fish. The big fish is eaten by the biggest fish. Check Homework Review the homework. For the Word Map, group students according to the words they chose. Have them share their word maps with each other. A volunteer from each group can summarize the information for the class, sharing 1-2 of the group s word maps with the rest of the class.

7 Session 2 (cont.) Practice I A. To practice how the object becomes the subject of passive sentences, put the following sentences on the board. Students change the active sentences to passive. The word in bold becomes the new subject. 1. The teacher helps me. I am helped by the teacher. 2. The teacher helps Jane.. 3. The teacher helps us.. 4. I clean the room.. 5. I clean the rooms.. Point out how singular or plural (is or are) are determined by the singular or plural object. B. Have students change the passive sentences from Part A to negative. Model the first one: I am not helped by the teacher. Movie During the movie, pause to ask questions at appropriate places, such as after a fact is given. Below are some questions you might ask. Encourage students to repeat part of the question in their answer so that they may practice using the passive voice. For example: Where are penguins found? Penguins are found in cold places. Suggested questions: Why are penguins in danger? When is a whole species extinct? Why are penguins an endangered species? Why isn t there enough food for penguins? Where are harp seals found? Why are harp seals endangered? Where are baby harp seals born? Where are endangered species found? Why are panda bears endangered?

8 Session 2 (cont.) Practice II 1. Family Chores Everyone in the Johnson family has a chore. Change the five sentences to passive, and write the changed sentences down. Mom buys the food. Dad makes dinner. Robert washes the dishes. Susana and Maria clean the kitchen. Kim feeds the dogs. To differentiate, some students can also ask each other questions about their own families chores. 2. Do a Closed Word Sort with the 15 new words from this lesson. The categories are the parts of speech, including noun, verb, and adjective. Prepare a set of the 15 words for each pair of students. Together, they sort them into the categories. Homework A. Circle the correct verb form in each sentence. 1. We (are clapped / clap) our hands to show we like something. 2. Their habitat (is destroyed / destroyed) by people. 3. Some animals (are killed / kill) other animals. 4. Some animals (are killed / kill) by other animals. 5. Many countries (are made / make) laws to save their animals. 6. These laws (are made / make) so that the species don t become extinct. 7. Some drinks (are made / is made / makes) from leaves.

9 Session 2 (cont.) Homework (cont.) B. Write negative sentences with the verbs in parentheses. Ask questions in the passive for the answers provided. For example: The onions at the party. (not serve) The onions are not served at the party. Why? Nobody likes them. Why aren t they served? Nobody likes them. 1. The dog. (not endanger) Which animal? The panda. 2. It s bad for the environment when bottles. (not recycle) What kinds of bottles? Metal, plastic, and glass bottles. 3. These cars (not make) in the USA. Where? In Italy. 4. The dog s habitat (not destroy) by people. Whose habitat? The panda s. 5. The game at night. (not play) When? In the afternoon. C. Search the words endangered species on the Internet or in resource books. Find an endangered species you want to talk about that is not in the movie. Bring a picture of the animal to show the class. Prepare to say at least three sentences about the animal. One sentence must be about the animal s habitat. Students may use the Endangered Species graphic organizer found at the end of this lesson, to take notes.

10 Session 2 (cont.) Sum-up A. Orally drill the three forms of all the irregular verbs that the students have practiced so far. B. What is it? What are they? Read the statements aloud and have students respond. They should give at least two answers in complete sentences. As an extra challenge, switch the roles with students halfway through the activity. Now you give the examples, and the students come up with the questions using passive tense. 1. It is made from wood. (a table, a desk...) 2. It is taught in school. (history, English, math, science...) 3. It is loved by children. (toys, ice cream...) 4. They are kept in the closet. (clothes, shoes...) 5. Their habitat is destroyed. (pandas, penguins ) 6. They are flown. (airplanes...) 7. They are kept as pets. (dogs, cats, birds...) 8. It is spoken by people. (a language, English...) 9. It is eaten for lunch. (sandwich, fruit...) 10. It is worn in the winter. (coat, scarf, gloves, hat...)

11 Session 2 (cont.) ENDANGERED SPECIES GRAPHIC ORGANIZER The Animal What is the habitat? What does it eat? Why is it endangered?

12 Session 3 Check Homework Review the homework. Volunteers share the information they found about endangered species, as time permits. Encourage classmates to ask questions. Warm-up 1. Build another table with flashcards on the board, or with each word as an individual object on the interactive board. Students match the three forms of each verb. bite bit bitten choose chose chosen eat ate eaten forget forgot forgotten give gave given ride rode ridden speak spoke spoken take took taken write wrote written 2. Show the fish food chain image. Ask students to think about other food chains they know of, and construct a passive sentence using the new food chain. Practice 1. What Do They Have in Common? Make flashcards with the following word pairs, or pairs of your choosing. Working with a partner, or with the whole class, students create passive sentences to describe how the two items are the same. Suggested answers are in parentheses. penguins and seals (They are endangered.) shoes and socks (They are worn on your feet.) letters and postcards (They are sent in the mail.) ice and snow (They are made of water.) cheese and ice cream (They are made of milk.)

13 Session 3 (cont.) Practice (cont.) 2. Prepare the following sentences on strips large enough to be displayed on the board, or you can do the activity on an interactive board. Write the eight parts of speech as headings: adjective, adverb, conjunction, interjection, noun, preposition, pronoun, verb. The students must place the sentence strips under the correct parts of speech. You may also want to ask students to add examples to the lists. At the end of the activity, they will have a list of the parts of speech with their definitions and examples that they can copy into their notebooks. 1. It describes a noun. (adjective) 2. It sometimes shows where and when. (preposition) 3. It usually ends with an exclamation mark. (interjection) 4. It often ends in ly. (adverb) 5. It takes the place of a noun. (pronoun) 6. The word dangerous is an example. (adjective) 7. It has four basic forms in English. (verb) 8. It goes between other kinds of words in a sentence. (conjunction) 9. It often comes before a noun. (adjective) 10. It can be active or passive. (verb) 11. It can be an action. (verb) 12. It is a person, place, or thing. (noun) 13. It answers the question how. (adverb) 14. It takes the place of a name. (pronoun)

14 Session 3 (cont.) Reading A. To introduce the topic of problem-solution reading and writing, begin with a problem the students will relate to. For example, say: I have a problem. My dog ate my homework. Now model how to use a Problem-Solution graphic organizer on the board as follows: Problem My dog ate my homework. Solutions Do my homework again. Tell the teacher what happened. Yell at the dog. Cry. B. Tell the students they will read about rainforests and rainforest animals in the Read It. To activate their prior knowledge, ask students what they know about rainforests. Record their responses in a K-W-L Chart. Tell students that rainforests are facing many problems. Ask them to predict what some possible problems might be and record their ideas on a Web organizer on the board. Tell students that they will look for problems and solutions as they read the passage in Read It. C. Read the Read It passage together. As students read, list the problemsolution signal words on the board. Alternatively, make a copy of the passage for each student and have them independently highlight the signal words. If you are using an interactive board, project the passage, and ask students to come up and highlight the signal words.

15 Session 3 (cont.) Reading (cont.) The following are signal words that the students might find. Reinforce that these are signals, or clues, that they are reading a problem-solution passage. The problem is That is why This is a huge problem Because There are different reasons that One reason is But because of that Another problem is Why? are helped help is needed to solve this problem need to know about the problem another way to help then the problem is known D. Individually or in pairs, students reread the passage and answer the comprehension questions. Distribute the Problem-Solution graphic organizer found at the end of this lesson or have students copy it from the board. Students work in pairs to fill in the organizer with the problem(s) and solutions they found in the Read It. There are two versions of the graphic organizer. Students may list several problems and solutions, or one main problem with several solutions. If necessary, elicit discussion before they begin, or work separately with students who require additional support, while the rest of the students work in pairs. E. Review the graphic organizer together. If you are using an interactive board, have students come up to highlight the problems and solutions. Use one color for problems and another for solutions.

16 Session 3 (cont.) Writing Homework Sum-up For their Write It assignment, students write about a problem and possible solutions. Allow time to think of a problem. Distribute another copy of a blank Problem-Solution graphic organizer for students to use for the assignment. Encourage students to use the passive voice. They can use the Read It passage as an example. The writing assignment in Write It. 1. Orally drill the 3 forms of all the verbs that the students have practiced so far. 2. Brainstorm ideas about how to help endangered species.

17 Graphic Organizer Problem-Solution Graphic Organizer A List several problems and their possible solutions. PROBLEMS SOLUTIONS

18 Graphic Organizer Problem-Solution Graphic Organizer B List one main problem and several possible solutions. SOLUTIONS PROBLEM