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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 Page 2 of 6 Reserved 1 2 3 1 2 3 1 2 3 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 1 2 3 1 2 √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 Page 4 of 6 Reserved 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 Reserved 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