Grade Level Teams Plan Collaboratively to Identify s2

Unit #7 Animals & Environment ~ Zoo Animals

Level: EA/A / Function(s): / 7.11 Describe the physical attributes of a place / Grade(s): / 3
Weekly Planner
Day One / Day Two / Day Three / Day Four / Day Five
Daily Objective
Students will be able to use (topic vocabulary or pattern)___ in order to ____(language use)___. / SWBAT use topic vocabulary 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 / or
Grammatical Forms “Mortar” to support the patterns for prompt / response below / Topic vocabulary:
tree, bush, grass/field, pond/river, cave, forest, cage, enclosure
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
Language Patterns “Mortar” / Patterns for
Prompts / How would you describe the (place)?
How would you describe the cage? / What’s to the (cardinal direction)?
What’s to the west? / Tell me about the (noun). What was it like?
Tell me about the tree. What was it like? / Where was the (noun)?
Where was the tree? / All taught prompts
Patterns for Responses / The (place) is the type of place where there are (adjective) (noun) and (adjective) (noun).
The cage is the type of place where there are inhospitable conditions and miniscule fields. / There is a/n (adjective) (noun) to the (cardinal direction). The (noun’s) (noun) is (adjective).
There is an enormous pond to the west. The pond’s water is moist. / The (noun) was as (adjective) as (comparison).
The tree was as tall as a skyscraper. / The (noun) was to the (cardinal direction) of the (noun). It was as (adjective) as (comparison).
The tree was to the west of the enclosure. It was as tall as a skyscraper. / 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
Write in language logs. / A/B partners to practice the prompt
Write in language logs. / Dialogue Bubbles with A/B partners to practice the prompt
Write in language logs. / Board game to practice the prompt
Think-pair-write-share to describe the environment of the small picture they receive to practice the prompt
Write in language logs.
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
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 / 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 cage is the type of place where there are inhospitable conditions and miniscule fields. / 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 pond to the west. The pond’s water is moist. / 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 Three / 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 tree was as tall as a skyscraper / Echo repeat/choral responses / Talking chips in table groups to practice the prompt / In language journal, write 2-3 sentences (in response to teacher’s question.
Day Four / The (noun) was to the (cardinal direction) of the (noun). It was as (adjective) as (comparison).
The tree was to the west of the enclosure. It was as tall as a skyscraper. / Echo repeat/choral responses / A/B partners with dialogue bubbles from Blackline Master Book to practice the prompt / In language journal, write 2-3 sentences (in response to teacher’s question.
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.

Unit #7 Animals & Environment ~ Zoo 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): Early Advanced/Advances / precise adjectives / cardinal directions / similes/ metaphors / figurative language / Notes /
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Level: EA/A / Function(s): / 7.8 Describe the physical characteristics of an animal / Grade(s): / 3
Weekly Planner
Day One / Day Two / Day Three / Day Four / Day Five
Daily Objective
Students will be able to use (topic vocabulary or pattern)___ in order to ____(language use)___. / SWBAT 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.
Topic Specific Vocabulary
“Bricks”
and / or
Grammatical Forms “Mortar” to support the patterns for prompt / response below / Animals:
elephant, monkey, snake, parrot, panda bear, cub, giraffe, joey, tiger, toucan, zebra
Adjectives: ish and ly
whitish, brownish, bluish, chilly, chalky, pinkish, student generated “ish” adjectives / Body parts:
tusk, trunk, tail, beak, feathers, neck, paws, claws, feet, scales, fur
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
Language Patterns “Mortar” / Patterns for
Prompts / What was the (animal) like?
What was the elephant like? / What was the (animal’s) (body part) like?
What was the elephant trunk like? / What was unique about the (animal’s) (body part)?
What was unique about the elephant trunk? / What was unique about the (animal’s) (body part)?
What was unique about the elephant trunk? / All taught prompts
Patterns for Responses / The (animal) was (adjective withl y or ish) and (other adjective with ly or ish).
The elephant was chilly and grayish. / The (animal’s) (body part) was (adjective) as a (noun).
The elephant’s trunk was sharp as a knife. / (Adverb) the (animal’s) is/are adjective, however / but, that / those (body part(s) was / were (adjective).
Usually, the elephant’s trunk is grayish, however, this trunk was whitish. / (Adverb) the (animal’s) is/are (adjective) as a (noun), however / but, that / those (body part(s) was / were (adjective) as a (noun).
Usually, the elephant’s trunk is as long as, however this trunk was short as a rock. / 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? / 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.
Write in language log. / Numbered heads in small groups to practice the prompt.
Write in language log. / Write in language log. / Think-pair-share-write-students describe the physical characteristics a different zoo animal or a non-zoo animal.
Write in language log.
Materials
Plus, Routines for Teaching and Practicing (Tab 4) / 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 zoo animal
Opening: Bring to Life & State Objective / I Do It
Model New Language / I/We Do It
Model and Monitor Practice / You Do It:
Structured Independent Practice / Wrap-Up & Reflection
3 - 6 minutes / 5 -7 minutes / 8-12 minutes / 10 – 15 minutes / 3 - 5 minutes
Day One
Day Two
Day Three
Day Four
Day Five

Unit #7 Animals & Environment ~ Zoo 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 physical characteristics
ELD Level(s): Early Advanced/Advanced / adjectives “ish/ly” / figurative language / adverbs / make generalizations / Notes /
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Level: EA/A / Function(s): 7.15 Compare and Contrast Actions / Grade(s): /
3
Weekly Planner
Day One / Day Two / Day Three / Day Four / Day Five
Daily Objective
Students will be able to use (topic vocabulary or pattern)___ in order to ____(language use)___. / SWBAT 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.
Topic Specific Vocabulary
“Bricks”
and / or
Grammatical Forms “Mortar” to support the patterns for prompt / response below / Past participle of precise verbs:
swum, run, glided, stomped, nibbled, thought up, glared, dominated, risen, flown
Adverbs: good vs. well / Conjunctions: Not only… but also
Adverbs:
good vs. well
Nouns based off actions: swimmer, runner, glider, eater, thinker, hunter, flier / Conjunctions: although, whereas
Adverbs: superlatives and comparative / Connecting Ideas: despite the fact that, even though, similarly, likewise, / All taught vocabulary
Language Patterns “Mortar” / Patterns for
Prompts / What has the (animal) done well?
What has the parrot done well? / What else has the (animal) done?
What else has the parrot done? / Which animal (verb+s) (comparative adverb), the (animal) or the (other animal)? Which is the (superlative) (noun)?
Which animal flies quicker, the toucan or the parrot? Which is the quickest flier? / What do the (animal) and (other animal) do well? How do they do it differently?
What do the toucan and parrot do well? How do they do it differently? / All taught prompts
Patterns for Responses / The (animal) has (participle) well.
The parrot has flown well. / Not only has the (animal) (participle), but it also (participle). It is a good (noun).
Not only has the parrot flown, but it also glided. It is a good flier. / (Although / Whereas) both animals (verb) (adverb), the (animal) (verb+s) (comparative adverb) than the (other animal). It is the (superlative) (noun).
Although both animals fly quickly, the toucan flies quicker than the parrot. It is the quickest flier. / (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 toucan and parrot fly well, the toucan flies quicker than the parrot, although the parrot flies more gracefully than the toucan. / 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 with verb cards (or animal picture cards) to practice the prompt.
Write in language log. / Talking chips in small groups to practice the prompt.
Write in language log. / Talking stick in small groups with 2 different animal dice (compare/ contrast animals shown on dice).
Write in language log. / Give one, get one to practice the prompt.
Write in language log. / Animal appointments to practice the prompt.
Write in language log.
Materials
Plus, Routines for Teaching and Practicing (Tab 4) / 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 / 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