Download 7.21volleyball

Guidelines for Weekly Planning
Purpose:
Instructional Focus:
How to Teach It:
Day
One
Introduce theme or topic (develop
background knowledge, tap into prior
knowledge)
Teach & Practice Topic Vocabulary
Use visuals, graphics, pantomime, etc. in the context of
familiar sentence structures
Day
Two
Teach new language patterns and
structures (grammar and syntax) to
expand ability to communicate
Teach & Practice Language Patterns
and Grammatical Forms
Explain, model, and practice language patterns and
grammatical forms using sentence frames or other
routine: Tab 4: Tan divider. Tab 5, 6 or 7 for sample
patterns.
Teach & Practice Additional Language
Patterns, Forms and Expanded
Vocabulary
Explain, model, and practice language patterns and
grammatical forms using additional sentence frames, Tab
4: Tan divider. Tab 5, 6 or 7 for sample patterns
Teach & Practice Language Forms and
Patterns Through Writing
Explain, model, and practice language patterns and
grammatical forms through writing (sentences,
paragraphs, dialogues, retellings, questionnaires) Tab 4:
Tan divider. Tab 5, 6 or 7 for sample patterns
Take language to application in a new
context
Explain, model, and practice language through games,
writing activities, skits, role-plays etc. Tab 4 and Tab 5,
6 or 7: Suggestions for taking language to application
Day
Three
Day
Four
Day
Five
* Increase demand by varying use of
vocabulary & patterns taught above
* Expand through one more variation:
vary structure, add new vocabulary, vary
domain (reading/writing)
Apply taught language in a new way
Tab 4: Red divider
Suggestions for lesson pacing

Bring Language to Life &/OR link to prior lesson through review (3 – 7 min.)

Daily Statement of Objective (1 min.)

I Do It: Teach by modeling/explaining, using graphic organizers, charts (5 min.)

I/We Do It: Model/monitor for accuracy - whole &/or small group practice (8 – 12 min.)

You Do It: Monitor independent student-generated language practice - small group, partner and/or
individual (10 – 15 min.)

Wrap-up & Reflect (3 – 5 min.)
© E.L.Achieve/2007. All Rights Reserved
Planning for ELD Instruction
* Ways to increase and expand language
demand:
1. Transform: statement/question
2. Transform: positive & negative
3. Switch person: 1st/2nd/3rd
4. Switch number: singular/plural
5. Change tense
6. Expand using conjunctions
7. Expand by adding phrase/clause
8. Deepen vocabulary: synonyms,
antonyms, and affixes
9. Swap nouns for pronouns
10. Add detail with adjectives or adverbs
3.1
P
While I was Playing VolleyBall 7.21
Topic:
Sports(volleyball)
Level: EADV/ADV
Weekly Planner
Day 1
Daily Objective
Students will be able to
use (topic vocabulary or
pattern)___ in order to
____(language use)___.
Function: Relate a past action
occurring with some other event
7.21
Day 2
SWBAT use
volleyball terms and
the past tense to
describe how to play
Day 3
SWBAT link two
events of a volleyball
“game” using the past
continuous and adverbs
while, when, during
Grade(s): 4-6
Day 4
SWBAT to link two
events of a volleyball
game using past tense,
past continuous, past
perfect and “before
that/after that”
Day 5
SWBAT link two
events of a volleyball
game and indicate a
surprise event using
adverbs and the past
perfect (as needed)
SWBAT describe a
time when something
unexpected happened
during a sports event
(volleyball game) using
taught forms for the
week.
Daily Focus
Language Patterns “Mortar”
See ELD Matrix and Tab 3 Function Tools
1. Vocabulary
2. Language Patterns
3. Taking it to Application
Grammatical Forms
to help determine the
“mortar” patterns
Patterns for
Prompts
Patterns for
Responses
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Past continuous,
adverbs of time and
sequence: while, when,
during; past tense
Past continuous; past
perfect; adverbs of
sequence: before that,
after that;
Some adverbs from day
4 if this is easy
Adverb: just ; just then,
just as
Tell me what happened
while/when you were
Explain what this
practicing/playing
word means to your
volleyball. Tell me
group/partner
what happened during
volleyball.
While/when I was
A match is the same
______ing,
as a game. To strike
____________(past
the ball means to hit it. tense action) .
During recess/the
Tell what happened
before/after that. Tell
what just happened.
What happened before
that? What happened
after that?
Just as I finished
serving the ball, the bell
rang and we had to go
inside. Before that, we
had rallied for 10
Nouns, verbs
Topic:
Sports(volleyball)
Level:
EADV/ADV
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 3
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√3
Adverbs of surprise:
eadv: suddenly,
unexpectedly, adv:out
of the blue, all of a
sudden, without
warning, in the blink of
an eye, before I knew
it, in a flash, quick as
flash, in less than no
time
From days 1-4
Tell about a time when
you were playing
volleyball when you
were surprised
Describe a time when
you were playing a
sport and something
unexpected happened.
Be sure to use all that
we learned this week.
We were having a long
rally when out of the
blue I missed the ball.
_________(event A in
past continuous or past
See days 1-4
Lesson Written by: S.Sorensen
Planning Format © E.L.Achieve/2007. All Rights
P
While I was Playing VolleyBall 7.21
game/the match/the
rally/our serve
____________(past
action). During our
serve, we scored 6
points. While/when
we were serving, we
scored 6 points.
While/when I was
setting, I jammed my
fingers. I was bumping
the ball when Sarah ran
into me.
Strike(as synonym of
hit), square(as verb),
rally, squat. Match(as
a series of games or
as a game) heel of
Topic Specific Vocabulary hand, palm of hand,
“Bricks” (1.26-1.28)
rotate, dig, alternate,
in a row, consecutive,
dig, spike, (bump,
set, serve, score,
defend/ defense/
offense)
From day 1
minutes. After that, I
missed the ball three
times in a row. Just
then, someone ran onto
the court and
interrupted our rally.
We had just finished
our rally when the bell
rang. The ball just
flew over the net and
hit me in the face. I
had just yelled, “I got
it” when ____ran in and
struck the ball.
perfect) when
_____________(adverb
of surprise)
_________(in past
tense).
From day 1
From day 1
I had just _______(past
participle) when
________(adverb of
surprise)____________
(past tense action).
From day 1
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)
Page 3 of 6
Reserved
Indv.writing
Board game
Talking stick
Talking Stick
Give One/GetOne
Teaparty variation
Board game. Index
cards with target
vocab.;
Sentence construction
charts; sets of cards
with when/while/during
clauses
Sentence construction
chart; 3-column
graphic organizer for
past participles
Writing paper, sentence
construction charts
Topic:
Sports(volleyball)
Level:
EADV/ADV
Lesson Written by: S.Sorensen
From days 1-4, writing
paper
Planning Format © E.L.Achieve/2007. All Rights
P
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 -7 minutes
5 -7 minutes
8-12 minutes
10 – 15 minutes
3 - 5 minutes
Day 1
“Set” a volleyball
a few times to
yourself. You’ve
learned a lot about
volleyball with
Mrs. Cornelsen.
This week we’re
going to practice
telling what
happens during a
game. Let’s
review some of
the words that
might be
confusing.
Review target vocab. (winnow
list as needed) Point out that
some words like rally can be
used as both a verb (we rallied
for ten minutes) and as a noun
(we had a ten-minute rally);
multiple meaning words: strike
(as a verb and as a noun,
different sports); dig; square
(as a verb—square your
shoulders) Vocab. is taken
from the SPARKS lesson
guide Cornelsen is using)
Students pantomime verbs;
After 3 words, teacher gives a
definition, students give a
choral response for which
word he/she defined; repeat
after each set of three
Board Game: students take
turns drawing a card with one
of the target words on it; if
they can explain the word to
their group, they get to roll the
die and move;
Who can use
____in a
sentence?
Popsicle sticks to
choose who
shares. Repeat for
as many words as
time allows
Day 2
While I was Playing VolleyBall 7.21
Explain how when/while and
during help us link two events,
one of which occurs within the
Yesterday we
other event. So one event was
practice some
already on-going/happening,
vocabulary that
which means that we use the
will help us talk
past tense with ing verbs (give
about volleyball.
example, this in the past
Today we’re going continuous, in Spanish we
practice telling
could use the imperfect)and the
what happened
other action interrupts this first,
using the words,
larger/longer action. This
when, while, and
second action is in the past
during
tense (Preterite in Spanish).
Demonstrate how start and end
sentences with
when/while/during clauses
Talking Stick:First person
draws a card with a
when/while/during clause.
Each person takes a turn using
that clause in a sentence. When
all have had a turn, second
person draws a new
card/clause and repeat the
process.
Today we
learned/practiced
telling how two
actions are related
in time using
while,when and
during. Who can
share a sentence
using when (draw
popsicle sticks)?
Repeat for
while/during
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Topic:
Sports(volleyball)
Level:
Echo talk for teacher
examples; My Turn, Your
Turn: Have students contribute
ideas for interrupting actions
(after sufficient teacher
modeling) and guide them into
placing them into the sentence
frames. Echo talk.
EADV/ADV
Lesson Written by: S.Sorensen
Planning Format © E.L.Achieve/2007. All Rights
P
Day 5
Day 4
Day 3
While I was Playing VolleyBall 7.21
Page 5 of 6
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Model using the target forms in
sentences relating volleyball
events. Recycle ideas from the
day before. Note that yesterday
focused on joining two events
Yesterday we
into one sentence. Today. We
practicing telling
refer to the prior or succeeding
about two actions
event using “after that” and
that happened at
“before that” . Note that
the same time.
“before that” often triggers the
Today we’re going
use of ‘just’ and the past
to practice
perfect.(had + past participle:
sequencing events
had eaten) The past perfect
using the
requires the use of the past
phrases/words:
participle, of which there are
“before that, after
many irregular forms. You
that, and just
may need to construct a 3column chart showing these
forms: present tense of verb,
past tense and then past
participle.
Sometimes, we’re
busy something
and we get
surprised by
Explain different adverbs and
something else
model using them in sentences
that happens.
with ideas from days 2 and 3.
Today we’re going
to practice using
words that tell
about our surprise
Today we’re going
to write about a
Model how to use something
time you played
from each day’s charts to write
volleyball or
a paragraph.
another sport,
using everything
Topic:
Sports(volleyball)
Level:
Echo talk;My Turn, Your
Turn: students contribute ideas
of what could have happened
before that/after that. Add
irregular past participles for
their ideas to the chart. Echo
talk for sentences formed.
Talking Stick: Students take
turns retelling the story of a
volleyball rally using before
that, after that, just. Each
person draws a card telling
them which phrase/word to
incorporate in their sentence.
Silliness is encouraged.
Retell or have
students retell the
sequence of events
for the days lesson
using before
that/after that
Echo talk; My Turn, Your
Turn: students suggest
different adverbs/phrases and
ideas to use in sentences; echo
talk; do both whole groupteacher variation and partner
GiveOne/Get OneTea Party:
students write one sentence
with one adverb/phrase. Find
a partner; read their writing to
a partner. Trade papers;find a
new partner.
Review learning.
Share a few
sample sentences.
Collaborative Writing: Have
students contribute ideas and
guide them in using the charts
to frame them in sentences as
you record.
Students produce their own
writing; incorporating
something from each day.
Those who wish may write
about other supports. All have
experience with volleyball so
Share writings.
EADV/ADV
Lesson Written by: S.Sorensen
Planning Format © E.L.Achieve/2007. All Rights
P
While I was Playing VolleyBall 7.21
we’ve been
practicing all
week.
Page 6 of 6
Reserved
that is the default.
Topic:
Sports(volleyball)
Level:
EADV/ADV
Lesson Written by: S.Sorensen
Planning Format © E.L.Achieve/2007. All Rights