Lesson Plan for Beyond the Bell, LAUSD

Spin! B

Optional 3-Hour Lesson Plan

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Unit 4 “My Community”

Prepositions, Adjectives, Proper Nouns

Vocabulary: bakery, bank, between, bookstore, hospital, library, on, post office, restaurant, supermarket

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Lesson Objectives:

· To identify workplaces in the community

· To use prepositions to tell the location of places in the community

· To use adjectives to describe things

· To use proper nouns

Classroom English:

Find. Say. Circle. Color. Draw. Write. Show me. What is this? Is that a (hospital)? Where is the (hospital)? It’s a (bakery). It’s (Bob’s) bakery. The (bakery) is small.

Language Patterns:

· It is a (supermarket).

· The (hospital) is (on) Green Street.

· The (bank) is (between) the post office and the restaurant.

· The (restaurant) is (old).

· It’s a (bakery).

· It’s (Tom’s) bakery.

Materials:

Crayons and pencils; markers; two sets of picture cards, drawing paper; tape; slips of paper with the words: old, new, big, small, tall, short, bank, bookstore, library, post office, restaurant, school; one set of Picture Cards for each student; index cards with the words: bakery, bank, bookstore, hospital, library, post office, restaurant, supermarket; index cards with the words: old, new, big, small, tall, short; index cards with the students’ names and the ‘s.

Picture Cards:

Please make a copy from the reproducible at the back of the Teacher’s Guide

(bakery, bank, bookstore, hospital, library, post office, restaurant, supermarket)

Lesson Plan for Spin! B, Unit 4

Into Activities

Warm-up/Accessing prior knowledge (5 minutes)

Welcome the class. Show the students the Picture Cards for: bakery, bank, bookstore, hospital, library, post office, restaurant, and supermarket. Ask students to repeat the words after you say each one.

Through Activities

Page 35 Student Edition (10 minutes)

Have the students open their books to page 35. Continue with the Warming Up activities, beginning with the second paragraph, “After students are familiar with”. Continue with the remainder of the instructions for Warming Up.

Page 35 Teacher’s Guide: (10 minutes)

Follow the instructions for Using Page 35. Help the students find page 35 in their books. Play the recording and point to each place in the picture. You will need a cassette recorder for this activity.

Page 36 Student Book (10 minutes)

Have the students open their books to page 36. Ask them to tell you what is happening in each picture. Then, play the recording and point to the buildings and where they are on the streets. You will need a cassette recorder for this activity. Follow the rest of the instructions for Using Page 36.

Page 36 Teacher’s Guide (10 minutes)

Do the Having Fun activity: The bank is on White Street. Draw two streets on the board and label them for students. You will need the picture cards for this activity. Continue with the rest of the instructions for The bank is on White Street.

Page 37 Teacher’s Guide (10 minutes)

Do the Warming Up activities on page 37. Show students the Picture Cards and review the names of each community workplace. Continue with the rest of the Warming Up activity on page 37

Page 37 Student Book (10 minutes)

Help students find page 37 in their books. Ask students to talk about the pictures. Follow the directions in Using Page 37. Play the recording. You will need a cassette player for this activity.

Page 38 Student Book (5 minutes)

Have students open their student books to page 38. Ask students to tell you what they see in the picture.

Page 38 Teacher’s Guide (10 minutes)

Then, follow the Instructions for Using Page 38. Read the directions for Exercises A and B. Help students find the bank and the bakery, for example. Continue with the rest of the instructions for Using Page 38. Students at a higher level of language proficiency can be encouraged to add additional adjectives.

Nutrition Break/Snack Time – (20 Minutes)

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Page 39 Student Book (5 minutes)

Have students open their student books to page 39. Show students the Picture Cards for this unit and ask them to identify each building. Then, help students find page 39 in their books and ask them what they see.

Page 39 Teacher’s Guide (10 minutes)

Go to Teacher’s Guide, page 39, and follow the instructions for Using Page 39. You will need a cassette recorder for this activity. Explain that the name of a person or place is a proper name and is always capitalized. Continue with the rest of the instructions for Using Page 39.

Page 40 Student Book (10 minutes)

Help student turn the pages in their books to page 40 Ask students to tell you what they see in the picture: door, window, etc. Draw a sample picture of a restaurant on the board and ask students to tell what they see.

Page 40 Teacher’s Guide: (10inutes)

Continue the Using Page 40 activities in the Teacher’s Guide page 40

Then, do the Having Fun! Riddles. You will need to place the Picture Cards for this unit on the board. Continue with the rest of the instructions for Riddles on page 40.

Page 41 Student Book (5minutes)

Have students look at page 41 tell you what they see. Then review the vocabulary from this unit by using the Picture Cards for this unit.

Page 41 Teacher’s Guide (10 minutes)

Do Using Page 41 on page 41 in the Teacher’s Guide. Help students find page 41 and play the recording. You will need a cassette recorder for this activity. Model and ask students to follow along and point to each word as they listen. Continue with the rest of the Instructions for Using Page 41. If you have time, do the Extension activity where students substitute other community workplaces and names. Here, students with a higher level of language proficiency can be challenged by asking them to come up with more names of community workplaces and by describing them.

Page 42 Student Book (10 minutes)

Draw two streets on the board and tape the Picture Cards for this unit on each street. Ask students to identify the community workplaces. Continue with the rest of the instructions for Warming Up on page 42. Then, ask students to find page 42 in their books tell you what they see there.

Page 42 Teacher’s Guide (15 minutes)

Ask students where you find the buildings on page 42 and then follow the rest of the instructions for Using Page 42.

Pages 43 and 44 Teacher’s Guide (20 minutes)

Follow the Warming Up review of vocabulary on page 43 of the Teacher’s Guide.

Show students the Picture Cards ask them to tell you what they see. Then follow the instructions for Using Page 43 and Using Page 44, which are reviews of the Unit.

Beyond Activities

If teachers have extra time, they can do the following activities:

1. See page 36 in the Teacher’s Guide: Three in a Row

2. See page 38 in the Teacher’s Guide: Opposites

3. See page 40 in the Teacher’s Guide: Go to the Bakery.

Spin! B: Lesson Plan, Unit 4