Grade Level Teams Plan Collaboratively to Identify s1

Unit # 7 ~ Animals & Environment - Northwest Animals

Level: / Intermediate / Function(s): / 6.13 Describe physical attributes of a place / Grade(s): / 4
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 and descriptive adjectives to describe a location / SWBAT use adjectives and possessive nouns in order to describe an animal’s location. / SWBAT use prepositions of location and quantitative adjectives to describe where an animal is. / SWBAT use prepositions of location and quantitative adjectives to describe where an animal is. / SWBAT use all taught forms to describe animals and their environment.
Topic Specific Vocabulary
“Bricks”
and / or
Grammatical Forms “Mortar” to support the patterns for prompt / response below / Topic vocabulary:
Cascade Mountain Range, Oregon coast, Willamette Valley, Eastern Oregon, coast, mountain, slope
Descriptive Adjectives:
smooth, rough, , arid, narrow, wide, thick, thin, deep, shallow, damp, steep, sandy, arid, moist, fertile / Topic vocabulary:
mountain lion, gray wolf, beaver, spotted owl, rattle snake, Pacific tree frog, fiddler crab, millipede, sea lion, big horn sheep / Prepositions:
to the right/left of, above, below, in front of, in back of, underneath, near, between, beyond
Quantitative Adjectives:
some, few, many, a lot, any / All taught vocabulary
Language Patterns “Mortar” / Patterns for
Prompts / What was the (place) like?
What was the coast like? / What was the (animal’s) (place) like?
What was the Pacific tree frog’s coast like? / How many (nouns) were there (preposition) the (place)?
How many trees were there on the big horn sheep’s slope? / Were there (quant) (nouns) (preposition) the (place)?
Were there a lot of trees on the slope? / All taught prompts
Patterns for Responses / The (place) was (adjective) and (adjective).
The (adjective) (place) was (adjective).
The coast was sandy and moist.
The sandy coast was moist. / The (animal)’s (place) was (adjective) and (adjective).
Its (place) was (adjective) and (adjective).
The Pacific tree frog’s coast was sandy and moist. Its coast was sandy and moist. / There were (quat) (noun) (preposition) the (animal)’s (place).
There were some trees on the big horn sheep’s slope.
There were some trees on its slope. / Yes there were (quant) (noun) (preposition) the (place).
There weren’t (quant) (noun) (preposition) (place).
Yes, there were a lot of trees on the slope.
There weren’t a lot of trees on the slope. There were a few trees. / 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 (4.46)
One line has the picture cards and asks the question to the other line. The other line answers, then they switch.
Write in language log / A/B partners with animal picture cards
A asks B the question based on the picture card in their hand and B answers. Then switch
Write in language log / A/B partners with animal picture cards
A asks B the question based on the picture card in their hand and B answers. Then switch
Write in language log / Dialogue Bubbles with A/B partners to practice the prompt / Board game to practice the prompt
Materials
Plus, Routines for Teaching and Practicing (Tab 4) / Background, pocket chart, sentence strips, chart paper, language journal / A/B cards, Background, pocket chart, sentence strips, chart paper, language journal / Animal picture cards (from Carousel of Ideas), small scenes & pictures, spinners, Background, pocket chart, sentence strips/ chart paper, language journal / Animal picture cards, small scenes & pictures, spinners, Background, pocket chart, sentence strips/ chart paper, language journal / Background, pocket chart, sentence strips, chart paper, language journal
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 / Tell students they will be describing a location. / Point to each area on the poster and tell the students the name of each of the places.
Using the sentence frame, introduce the descriptive adjectives (have adjective cards pre-made). Then stick on word cards with adjectives onto the poster for each area.
The (place) was (adj) and (adj).
The (adj) (place) was (adj).
The coast was sandy and moist.
The sandy coast was moist.. / Echo repeat/choral responses / Lines of communication / Describe one area of the poster in language journal, or orally to a partner.
Day Two / Choose a couple of students to read their journal entries from yesterday aloud to the class. / Introduction on possessive-adding apostrophe and s.
The (animal)’s (place) was (adj) and (adj).
Its (place) was (adj) and (adj).
The Pacific tree frog’s coast was sandy and moist. Its coast was sandy and moist. / Echo repeat/choral responses / A/B partners / In language journal, write a sentence describing one animal’s place using multiple adjectives.
Day Three / Have students share their journal responses from yesterday with a partner. / Intro for students on prepositions-draw on chart paper as you fill in the preposition. Mini lesson on quantitative adjectives.
There were (quat) (noun) (prep) the (animal)’s (place).
There were some trees on the big horn sheep’s slope.
There were some trees on its slope. / Echo repeat/choral responses / A/B partners / In language journal, write 2-3 sentences (in response to teacher’s question.
Day Four / Have students share their journal responses from yesterday with a partner. / Continue working on sentence frame from yesterday,
Yes there were (quant) (noun) (prep) the (place).
There weren’t (quant) (noun) (prep) (place).
Yes, there were a lot of trees on the slope.
There weren’t a lot of trees on the slope. There were a few trees. / Echo repeat/choral responses / A/B partners with dialogue bubbles from Blackline Master Book / In language journal, write 2-3 sentences (in response to teacher’s questions).
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) / Students will describe the environment of the small picture they receive. / Students will read what they wrote to 2 other students in the class.

Unit # 7 ~ Animals & Environment - Northwest Animals

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): Intermediate / The (place) was (adjective) and (adjective). / The (adjective) (place) was (adjective). / The (animal)’s (place) was (adjective) and (adjective). / Its (place) was (adjective) and (adjective). / There were (quat) (noun) (preposition) the (animal)’s (place). / Yes there were (quant) (noun) (preposition) the (place). / There weren’t (quant) (noun) (preposition) (place). / Notes /
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Level: / Intermediate / Function(s): / 6.10 Describe Physical Characteristics; / Grade(s): / 4
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 and descriptive adjectives to describe an animal. / SWBAT use adjectives to describe an animal. / SWBAT use conjunctions with/and in order to answer questions about different animals. / SWBAT use conjunctions while/and in order to compare and contrast animals. / SWBAT use all taught forms in order to describe animals and compare/contrast them.
Topic Specific Vocabulary
“Bricks”
and / or
Grammatical Forms “Mortar” to support the patterns for prompt / response below / Topic vocabulary:
mountain lion, gray wolf, beaver, spotted owl, rattle snake, Pacific tree frog, fiddler crab, millipede, sea lion, big horn sheep
Animal Body Parts:
mouth, beak, tail, legs, feet, paws, hooves, claws, feathers, wool, skin, hair, fur, scales, plates, whiskers, horns, shell, disks, rattle, fangs, antennae
Adjectives:
soft, rough, smooth, scaly, sharp, pointy, slimy, bumpy, camouflage, enormous, spotted / Conjunctions:
with, and / Conjunctions:
while, and / All taught vocabulary
Language Patterns “Mortar” / Patterns for
Prompts / Whose animal has (adjective) (body part)?
Whose animal has sharp claws? / Which animal had (adjective) (adjective) (body part)?
Which animal had long sharp claws? / Is your animal the one with the (adjective) (body part) and (adjective) (body part)?
Is your animal the one with the sharp claws and black feathers? / What makes the (animal) different from the
(animal 2)?
What makes the mountain lion different from the gray wolf? / All taught prompts
Patterns for Responses / My (noun) has (adjective) (body part).
My mountain lion has sharp claws. / The (animal) had (adjective) (adjective) (body part).
The mountain lion had sharp claws.
. / Yes it’s the one with the (adjective) (body part) and (adjective) (body part).
No, it’s not the one with the (adjective) (descriptor). It’s the one with the (adjective) (body part).
Yes, it’s the one with the sharp claws and soft fur.
No, it isn’t the one with the sharp claws and soft fur. It’s the one with the spotted tail. / While both are (adjective) the (animal) has (adjective) (body part) and the (animal 2) has (adjective) (descriptor).
While both have fur, the mountain lion is the one with the sharp claws. / All taught patterns
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 (4.46)
One line has the picture cards and asks the question to the other line. The other line answers, then they switch.
Write in language log / A/B partners with animal picture cards
A asks B the question based on the picture card in their hand and B answers. Then switch
Write in language log / Small pictures with partner/table groups to practice the prompt / Small pictures with partner/table groups to practice the prompt / Talking stick in table groups to practice the prompt
Materials
Plus, Routines for Teaching and Practicing (Tab 4) / Background, pocket chart, picture cards, small picture cards, sentence strips/chart paper, language journal / Background, pocket chart, picture cards, small picture cards, sentence strips/chart paper, language journal, A/B cards / Animal picture cards, Background, pocket chart, sentence strips, chart paper, language journal, small pictures / Animal picture cards, Background, pocket chart, sentence strips, chart paper, language journal, small pictures / Background, pocket chart, sentence strips, chart paper, language journal, talking sticks
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 / Tell students that this week we will be learning about some of the names of animals’ body parts. / Teacher models new vocabulary with pictorial input chart, adding in body parts and descriptors as she/he goes. Teacher is modeling sentence frame as they add each new word to the chart.
Each student has their own card with a different picture of an animal (stick with animals in topic vocabulary-show different versions of same animals).
My (adjective) (animal) had (adjective) (body part).
My mountain lion has sharp claws. / Echo repeat/choral responses / Lines of communication / Teacher will ask students what their specific animal is like. Students will write 2-3 sentences in their language journal describing their animal, using positive and negative sentences.
Day Two / Read aloud a (tchr created) book using sentence frame for today. Or have a couple of students share out sentences to review from yesterday. / The (animal) had (adjective) (adjective) (body part).
The mountain lion had sharp claws. / Echo repeat/choral responses / A/B partners with white boards. A’s orally ask question and B’s write the answer. Then they trade. / In language journal, students respond to teacher’s question and answer it.
Day Three / Have a couple of students share out sentences to review from yesterday. / Yes it’s the one with the (adjective) (body part) and (adjective) (body part).
No, it’s not the one with the (adjective) (body part). It’s the one with the (adjective) (body part).
Yes, it’s the one with the sharp claws and soft fur.
No, it isn’t the one with the sharp claws and soft fur. It’s the one with the spotted tail. / Echo repeat/choral responses / Using talking stick at their table groups, students will use small picture cards of (different animals) to ask and answer questions about their animal / Students write a riddle in their language journal. Share with a partner to guess.
Day Four / Choose a few students to share out their riddles from yesterday. / While both are (adjective) the (animal) has (adjective) (body part) and the (animal 2) has (adjective) (body part).
While both have fur, the mountain lion is the one with the sharp claws. / Echo repeat/choral responses / Using clock appointments and small pictures students will practice comparing and contrasting animals. Each student has their own picture card that travels with them. / Teacher will ask students to compare/contrast 2 new non-farm animals in their language journal.
Day Five / Teacher will review all charts from the week and different sentence patterns. / Teacher will model describing, comparing and contrasting 2 different or same animals on front chart. / Using the talking stick, students will practice in their table groups combining all patterns from the week to describe, compare and contrast. / Students will describe and compare and contrast 2 pre-determined animals on their paper. / Students will share their writing with 2-3 other students from the class.