Unit #4: Food, Family and Celebrations -Thanksgiving!
Page 1 of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: I Function(s): 6.10 Describe physical characteristics, 6.5 Express feelings and preferences 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, conjunctions, contractions and sensory adjectives in order to describe when Thanksgiving is.
SWBAT use topic vocabulary and sensory adjectives in order to describe what we eat on Thanksgiving.
SWBAT use topic vocabulary and sensory adjectives in order to describe what they like to eat on Thanksgiving.
SWBAT use comparatives and descriptive adjectives in order to compare the foods they like to eat.
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: Leaves, clouds, sky, daylight, nighttime, thunderstorms, rainstorms, temperature, wind Descriptive adjectives: Get cooler, wet, rainy, breezy, stormy, foggy, low (temperature), gloomy, chilly, long, short, reddish, yellowish, orangey, golden, brown, dying, other adjectives of sight, sound, taste, feel
Topic vocabulary: turkey, turkey leg, potatoes, yams, jar of cranberry sauce, ears of corn, green beans, rolls, pie, student generated list. Descriptive adjectives: Salty, tangy, crispy, crunchy, moist, sour, juicy, delicious, rich, buttery, nutty, savory, roasted, maroon, sweet, whipped, mashed, fruity
Comparatives: more than, as much as, but not as much as
All taught vocabulary
Lang
uage
Pa
ttern
s
“Mor
tar”
Patterns for Prompts
When do we have Thanksgiving?
When do we have Thanksgiving? What do some people eat?
What do you like to eat on Thanksgiving? Why?
What are your favorite things to eat on Thanksgiving? Why?
Tell me about Thanksgiving.
Unit #4: Food, Family and Celebrations -Thanksgiving!
Page 2 of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Patterns for Responses
We have Thanksgiving when the (noun+s) is / are (adjective) and (adjective), and it’s (adjective). We have Thanksgiving when the leaves are reddish and yellowish, and it’s gloomy.
We have Thanksgiving when the (noun+s) is / are (adjective) and (adjective), and it’s (adjective). Some people eat (adjective), (adjective) (noun+s) that (look / taste/smell) (adjective). We have Thanksgiving when the leaves are reddish and yellowish, and it’s gloomy. Some people eat rich, juicy turkey legs that taste delicious.
On Thanksgiving, when the (noun+s) is / are (adjective) and (adjective), I like to eat (adjective), (adjective) (noun+s) because (reason). On Thanksgiving, when the leaves are reddish and yellowish, I like to eat rich, juicy turkey legs because they taste delicious.
On Thanksgiving, when the (noun+s) is / are (adjective) and (adjective), I like to eat (adjective), (adjective) (noun+s) (comparative) (adjective) (noun+s) because (reason). On Thanksgiving, when the leaves are reddish and yellowish, I like to eat rich, juicy turkey legs as much as sweet apple pie because both taste delicious.
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 prompt in language log
A/B partners to practice the prompt, write prompt in language log
Talking sticks at tables with food picture cards, write prompt in language log.
Games with spinner with comparative words to practice prompt, write prompt in language log
Think-pair-share-write-students look at picture of Thanksgiving feast and describe it.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)
Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, language log
Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, pictures of food, language log
Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, pictures of food, talking sticks, language log
Background pictures of weather in fall, adjective chart in sensory parts, noun chart, sentence strips/chart paper, pictures of food, board games, spinners, language log
Large community background picture, adjective cards, noun cards, picture of a different community
Unit #4: Food, Family and Celebrations -Thanksgiving!
Page 3 of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
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
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 1
Unit #4: Food, Family and Celebrations - Thanksgiving!
© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.3
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:
ELD Level(s): Pre
po
si-tio
ns
Ad
jec
tive
s
No
uns
Co
nju
nc
-tio
ns
Pre
fere
n-
ce
s
Co
mp
ari-
son
s Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Week 1
Unit #4: Food, Family and Celebrations -Thanksgiving!
Page 4 of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: I Function(s): 6.21 Retell Actions & Events 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 past tense verbs and adverbs in order to describe what they did to prepare Thanksgiving dinner.
SWBAT use past tense verbs and adverbs in order to describe what they did and didn’t do to prepare Thanksgiving dinner.
SWBAT use adverbs and past progressive verbs in order to describe what they were doing to help prepare Thanksgiving dinner.
SWBAT use prepositions of time in order to retell what they did to help prepare Thanksgiving dinner.
SWBAT use all taught forms in order to describe what they did to prepare Thanksgiving dinner.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
Past tense verbs: Mashed potatoes, roasted potatoes, sliced turkey, peeled yams, opened jars / cans, grilled (noun), baked (noun), rolled dough, basted the turkey, glazed (noun), boiled (noun) Adverbs with ly: slowly, thoroughly, softly, carefully, repeatedly, gently, briskly, constantly, thinly, thickly, hungrily
Past Progressive verbs: Mashing potatoes, roasting potatoes, slicing turkey, peeling yams, opening jars / cans, grilling (noun), baking (noun), rolling dough, basting the turkey, glazing (noun), boiling (noun)
Prepositions: before, after All taught vocab
Lang
uage
Pat
tern
s
“Mor
tar”
Patterns for Prompts
How did you help with Thanksgiving dinner?
Tell me about preparing Thanksgiving dinner.
What were / was (subject) doing to help prepare Thanksgiving dinner? What was your mother doing to help prepare Thanksgiving dinner?
Tell me about preparing Thanksgiving dinner. All taught patterns
Week 2
Unit #4: Food, Family and Celebrations -Thanksgiving!
Page 5 of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Patterns for Responses
I (past tense verb) (adverb) and (past tense verb) (adverb) to help prepare the meal. I mashed the potatoes thoroughly and glazed the turkey repeatedly to help prepare the meal.
I (past tense verb) (adverb) and (past tense verb) (adverb), but I didn’t (past tense verb) (adverb). I mashed the potatoes thoroughly and glazed the turkey repeatedly, but I didn’t roll the dough.
(Subject) were / was (gerund) (adverb) and (gerund) (adverb) to help prepare Thanksgiving dinner. My mother was peeling yams carefully and baking pies constantlyto help prepare Thanksgiving dinner.
Before / After I was (gerund), I (past tense verb) (adverb). OR I was (verb+ing) before / after I (past tense verb), (adverb). Before I was slicing carrots, I mashed potatoes thoroughly. OR I was slicing carrots before I mashed potatoes thoroughly.
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 (cue card) to practice prompt. Write in language log. .
Give one, get one (cue card) with partners to practice prompt. Write in language log.
Think-pair-share and Talking chips (cue card) to practice prompt. Write in language log.
Table partners (cue card). Write in language log.
Clock appointments to retell when they did their actions to prepare dinner. Write in language log.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)
Cue cards, verb chart, adverb cards, language log
Cue cards, verb chart, adverb cards, language log
Cue cards, verb chart, adverb cards, language log talking chips
Cue cards, verb chart, adverb cards, language log
Cue cards, verb cards, adverb cards language log, clock appointment sheet
Week 2
Unit #4: Food, Family and Celebrations -Thanksgiving!
Page 6 of 24 Topic: Food, Family and Celebrations Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
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
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Unit #4 Food, Family and Celebrations ~ Thanksgiving
Page 7 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
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:
ELD Level(s):
I (pa
st te
nse
verb
) (ad
verb
) an
d (p
ast t
ense
ve
rb) (
adve
rb)
to h
elp
prep
are
the
mea
l.
I (pa
st te
nse
verb
) (ad
verb
) an
d (p
ast t
ense
ve
rb) (
adve
rb),
but I
did
n’t
(pas
t ten
se
verb
) (ad
verb
).
(S
ubje
ct)
wer
e / w
as
(ger
und)
(a
dver
b) a
nd
(ger
und)
(a
dver
b)
to
help
pre
pare
Th
anks
givi
ng
dinn
er.
Befo
re /
Afte
r I
was
(ger
und)
, I
(pas
t ten
se
verb
) (ad
verb
). O
R
I was
(v
erb+
ing)
be
fore
/ af
ter I
(p
ast t
ense
ve
rb),
(adv
erb)
.
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Week 2
Unit #4 Food, Family and Celebrations ~ Thanksgiving
Page 8 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: I Function(s): 6.2 Invitations; 6.3 Appreciation & Give Compliments; 6.4 Needs &Requests 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 in order to invite someone to Thanksgiving dinner.
SWBAT use food vocabulary and adjectives from Week 1and actions from Week 2 in order to give thanks.
SWBAT use expanded sentences with verbal phrases and questions with “may, could and would” in order to ask for things at the table.
SWBAT use expanded sentences with verbal phrases and questions with “may, could and would” as well as countable adjectives in order to ask for things at the table.
SWBAT use all taught in order to extend invitations, express appreciation and express needs/requests.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
Auxiliary Verbs: would, might Contractions: I’m, I’d can’t
Food Nouns: turkey, turkey leg, potatoes, yams, jar of cranberry sauce, ears of corn, green beans, rolls, pie Food Adjectives: Salty, tangy, crispy, crunchy, moist, sour, juicy, delicious, rich, buttery, nutty, savory, roasted, maroon, sweet, whipped, mashed, fruity Weather nouns: Leaves, clouds, sky, Weather adjectives: reddish, yellowish, orangey, golden, brown, Past Progressive verbs: Mashing potatoes, roasting potatoes, slicing turkey, peeling yams, opening jars / cans, grilling (noun), baking (noun), rolling dough, basting the turkey, glazing (noun), boiling (noun)
Questions: May, could, would Verb phrases: pass the (noun), have the (noun), use the (noun)
Countable Adjectives: Another slice / piece / scoop, an extra slice / piece / scoop, some more, Food Adjectives from Day 2
All taught vocabulary
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Prompts
Would / Might you like to come to Thanksgiving dinner?
What are you appreciative of? For what do you give thanks?
Could you please pass the (noun)? OR May I please have the / use the (noun)? OR Would you please pass the (noun)? Could you please pass the cranberry sauce? OR May I please use the cranberry sauce? OR Would you please pass the cranberry sauce?
May I please have the / use the (noun)? It is so (food adjective) that I would like (countable adjective). May I please have the cranberry sauce? It is so tangy that I would like another scoop.
All taught prompts
Week 3
Unit #4 Food, Family and Celebrations ~ Thanksgiving
Page 9 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Patterns for Responses
Yes, I’d like to come to Thanksgiving dinner! Thank you for the invitation. OR No, I can’t come to Thanksgiving dinner, I’m going to (student)’s house instead. Thanks anyway!
I appreciate the (adjective) (food noun) and (adjective) (weather noun). Thank you, (student) for (gerund).
I appreciate the crunchy ears of corn and reddish leaves. Thank you, Jose, for rolling the dough.
Sure! Don’t forget to give it back! OR Sorry, there isn’t any more. OR Of course! You can have it when I’m done.
Sure! It is very (same adjective). Don’t forget to give it back! OR Sorry, there isn’t any more. It was very (same adjective). OR Of course! It is very (same adjective). You can have it when I’m done. Sure! It is very tangy. Don’t forget to give it back!
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 (cue card) to practice the prompt, write prompt in language log
A/B partners to practice the prompt, write prompt in language log
Numbered heads to practice prompt, write prompt in language log or ticket out the door.
Give one, get one to practice the prompt
Food appointments to review frames learned this week. Each appt. will practice a different day’s prompt.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)
Sentence strips/chart paper, markers, food picture cards, cue card
Sentence strips/chart paper, markers, food picture cards, cue card
Sentence strips/chart paper, markers, food picture cards, cue card
Sentence strips/chart paper, markers, food picture cards, cue card
Sentence strips/chart paper, markers, food picture cards, food appointment sheet
Unit #4 Food, Family and Celebrations ~ Thanksgiving
© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.10
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
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 3
Unit #4 Food, Family and Celebrations ~ Thanksgiving
Page 11 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
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: Invitations, appreciation and needs/requests
ELD Level(s): Beginner/Early Intermediate Wou
ld /
Mig
ht
you
like
to c
ome
Than
ksgi
ving
di
nner
?
Yes
, I’d
like
to c
ome
to T
hank
sgiv
ing
dinn
er!
Than
k yo
u fo
r the
invi
tatio
n.
N
o, I
can’
t com
e to
Tha
nksg
ivin
g di
nner
, I’m
goi
ng
to (s
tude
nt)’
s ho
use
inst
ead.
Th
anks
any
way
!
I app
reci
ate
the
(adj
ectiv
e) (f
ood
noun
) and
(a
djec
tive)
(w
eath
er n
oun)
. Th
ank
you,
(s
tude
nt) f
or
(ger
und)
. C
ould
/ W
ould
yo
u pl
ease
pas
s th
e (n
oun)
? M
ay I
plea
se h
ave
the
/ use
the
(nou
n)?
It is
so (f
ood
adje
ctiv
e) th
at I
wou
ld li
ke
(cou
ntab
le a
djec
tive)
.
Su
re! I
t is
very
(sam
e ad
ject
ive)
. Don
’t fo
rget
to g
ive
it ba
ck!
So
rry,
ther
e is
n’t a
ny
mor
e. It
was
ver
y (s
ame
adje
ctiv
e).
Of c
ours
e! I
t is
very
(s
ame
adje
ctiv
e).
You
ca
n ha
ve it
whe
n I’
m
done
.
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Week 3
Unit #4 Food, Family and Celebrations ~ Thanksgiving
Page 12 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Level: I Function(s): 6.20 Describe Routine (ongoing) Events 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 questions with when + do and prepositions of time in order to express when they celebrate Thanksgiving and when they eat.
SWBAT use questions with where + do, when +do and adverbs of frequency in order to express where they celebrate Thanksgiving and when they eat.
SWBAT use questions with what + do and adverbs of frequency in order to express routines that they have on Thanksgiving.
SWBAT use adverbs of frequency in order to express the routine of their Thanksgiving celebrations.
SWBAT use all taught frames in order to describe their routines of Thanksgiving.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
Prepositions of time: in (month), at (time), on
(day)
Times: 1, 2, 3, 4, 5,etc. o’clock
Adverbs of frequency: Always, sometimes, usually, frequently Family members: aunt, uncle, brother, sister, grandma, grandpa, cousin
Actions: stuff ourselves with food, play football, play board games, watch football on the television, catch up with each other, cook dinner together, student generated list.
All taught vocabulary
Patterns for Prompts
When do we celebrate Thanksgiving? When do you eat dinner that day?
Where do you celebrate Thanksgiving? When do you eat dinner that day?
What does your family do on Thanksgiving?
Tell me about your Thanksgiving celebration.
All taught prompts
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Responses
We celebrate Thanksgiving on the last Thursday in November. I eat dinner at (time) that day. We celebrate Thanksgiving on the last Thursday in November. I eat dinner at 3 o’clock that day.
I (frequency) celebrate Thanksgiving at my (family member)’s house. We (frequency) eat dinner at (time) that day. I always celebrate Thanksgiving at my grandma’s house. We usually eat dinner at 3 o’clock that day.
My family (frequency) (action), but we (frequency) (action). My family sometimes plays football, but we always catch up with one another.
I (frequency) celebrate Thanksgiving at my (family member)’s house. We (frequency) eat dinner at (time) that day. My family (frequency) (action), but we (frequency) (action). I always celebrate Thanksgiving at my grandma’s house. We usually eat dinner at 3 o’clock that day. My family sometimes plays football, but we always catch up with one another.
All taught responses
Week 4
Unit #4 Food, Family and Celebrations ~ Thanksgiving
Page 13 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
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 prompt, then language log to write it out.
Talking sticks to practice prompt, then language log to write it out.
Numbered heads to practice prompt, then language log to write it out.
A/B partners to practice prompt, then language log to write out prompt.
Board game with “frequency” spinners (fill in blank spinner with frequency adverbs), Student will use frame from Day 4 to describe their Thanksgiving.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)
Sentence strips/chart paper, markers, cue card, language log
Sentence strips/chart paper, markers, frequency chart, cue card, language log
Sentence strips/chart paper, markers, frequency chart, cue card, language log
Sentence strips/chart paper, markers, frequency chart, cue card, language log
All taught frames, board game with “frequency” spinners, frequency chart
Unit #4 Food, Family and Celebrations ~ Thanksgiving
Page 14 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
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
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 4
Unit #4 Food, Family and Celebrations ~ Thanksgiving
© E.L.Achieve/2007. All Rights Reserved Planning for ELD Instruction 3.15
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:
ELD Level(s): Whe
n +d
o
Whe
re +
do
Wha
t +do
Prep
ositi
ons
of t
ime
Freq
uenc
y ad
verb
s
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Weekly Planner Day One Day Two Day Three Day Four Day Five
Week 4
Page 16 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Daily Objective
Students will be able to use (topic vocabulary or
pattern)___ in order to ____(language use)___.
Topic Specific Vocabulary “Bricks”
and / or Grammatical Forms “Mortar”
to support the patterns for prompt / response below
Patterns for Prompts
to re-teach
Lang
uage
Pat
tern
s “M
orta
r”
Patterns for Responses to re-teach
Structured Language Practice (Tab 4)
• How will students produce language - at least 50% of lesson?
• How will you gather evidence of student learning?
Materials Plus, Routines for Teaching
and Practicing (Tab 4)
Week 5 Re-teach or Assess
Page 17 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
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
Tw
o
Day
Thr
ee
Day
Fou
r
Day
Fiv
e
Week 5 Re-teach or Assess
Page 18 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Food Appointments: Week 3
Cranberry Sauce:
Roasted Potatoes:
Yams:
Apple Pie:
Page 19 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Page 20 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Page 21 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Page 22 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved
Page 23 of 24 Topic: Food, Family & Celebrations-Thanksgiving Level: I Lesson Written by: Dana Ré Planning Format © E.L.Achieve/2009. All Rights Reserved