Unit 3 Chapter 1

EARLY INTERMEDIATE Carousel of Ideas
Unit 3 Chapter 1
ELD Lesson Plan
Unit 3 Ch.1 Lesson 1.1
Materials: Supplemental Pictures and/or Realia depicting the 5 occupations of focus*;

Picture Cards; white chart paper - Illustrated Word Bank; multiple white chart
papers with pictures of occupations-Observation Charts
Behavior Standards Be Respectful, Solve Problems

Make Good Learning Decisions
Objective: (post) Students will be able to (SWBAT) use present progressive verbs
in order to make and report observations.
Build on prior knowledge:

Observation chart using pictures of people in occcupations
(students record questions, comments, and observations on the chart)
Presentation: (I Do It)
Use stick figures with sketches of tools of trade to make an Illustrated Word
Bank. Teacher pantomimes while talking about *barber/hair stylist, dentist,
firefighter, doctor and mail carrier - describing what they do and the tools they
use to do their job. Use present progressive in your descriptions - p.341.
Practice: (We Do It)

Teacher describes one of these occupations for students to pantomime using the
sentence frame: The ______ is ____. (e.g. The fire fighter is climbing the ladder.)
Continue with other occupations as time allows.
Apply and Extend: (You Do It)

Each team receives 1 Picture Card (model with farmer) to describe what the
person is doing using the sentence frame: The ______ is _______. (e.g. The
farmer is working.)
Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 1

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Picture Cards, Illustrated Word Bank (continued from 1.1),

Copies of Supplemental Activity Template, Posted Sentence Frames
Behavior Standards Be Respectful, Solve Problems,

Objective: (post) SWBAT use present progressive verbs in order to make and
report observations.

Use Picture Cards to name the 5 occupations from
yesterday. Teacher describes each of those Picture Cards including the
tools they use and what they do, using present progressive. Students
pantomime each action.
Add to Illustrated Word bank - astronaut, clown, cowgirl/boy, dancer,
farmer, police officer - describing their tools and what they do. Model
using the sentence frames: This is a/an _________. The ______ is
_________.

Do Inside-Outside circle - In. circle has Picture Card. Out. circle uses frames:
This is a/an _________. The ______ is _________. Go around for 3 people
then trade roles - Outside gets Picture Cards for Inside to practice using in
sentence frames.

On Supplemental Activity Template, students sketch an occupation of their
choice, complete the sentence frames, and share orally in their Table Teams.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Picture Cards, chart paper for T-chart

Objective: (post) SWBAT use present tense verbs in order to request

assistance and clarification.

Display the Picture Cards and model asking questions to
identify the occupation. Use the following kinds of questions: Do you
feed cows? Who can cut hair? Where is your mail truck? Can you put
out the fire?
Choose 1 Picture Card - teams talk about everything they know about that
occupation (Think, Pair, Share). Use T-chart and record on left side everything
students know about that occupation (label "Occupation Name/What We Know).
Other side of T- chart - same process - if you could talk to this person, what
questions would you ask to learn more about their job? On right side of T-graph,
write the questions students come up with.

Teacher takes on role of that occupation and students practice asking questions
from the list on the T-chart. If possible, have a guest speaker answer their
questions.

Use Lines of Communication for students to ask questions using present tense
verbs. Line A has a Picture Card. Line B asks a question related to that
occupation. Rotate Line B and repeat process a few times. Then Line A gives the
Picture Card to Line B and repeat the process for Line A to ask questions.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Envelopes containing 2 sets of Activity Pictures for each team, Chart p. 344,
1 Activity Picture per student

Objective: (post) SWBAT use regular singular and plural nouns in order to
describe physical characteristics.

Play "Vieja Ines" - one student (Vieja Ines) - leaves for set
up, other students receive one Activity Picture they keep secret. Vieja Ines
returns and knocks on something and all students say, "Who's there?" She/he
says, "Veija/o Ines", students say, "Who do you want?" Vieja Ines chooses 1
student and names an occupation (e.g. "The astronaut"), chosen student checks
Activity Picture and if they are that occupation, they become Vieja Ines and all
students trade Activity Pictures; if the student is not that occupation, Vieja Ines
moves to another and names an occupation and continues until she gets the one
she asks for. Adjust game to fit the needs of your students.
Use the chart on p. 344 to present singular and plural. Model playing
memory/concentration game.

Model playing memory/concentration game. In teams, use memory/concentration
game to practice using singular and plurals - no match = singular, match=plural.
(E.g. If you turn over an astronaut and a dancer, you say, "astronaut, dancer"; if
you turn over matching dancers, you say, "dancers" and keep the pair.

In teams, use memory/concentration game to practice using singular and plurals -
no match = singular, match=plural.
Home Connection:
Go home to your family and teach "Vieja Ines" to your family and friends. Note-
you do not need Picture Cards to play this game. Players just think and remember
which occupation they choose.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: (see Lesson 2.1)

Objectives: (post) SWBAT use regular singular and plural nouns in order to
describe physical characteristics.
Presentation: NOTE: continue Lesson 2.1 from previous day if additional time is
needed.
Practice:
Apply and Extend:

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Picture Cards, 1 Set of Activity Pictures for each team

Objective: (post) SWBAT use the prepositions, left, right in order to

describe location of objects in space.

Review the names of occupations by using Picture Cards as flashcards for
choral responses.
Model "Hokey, Pokey" using the direction words left, right, between, using a line
formation. "You put your right hand up, you put your right hand down, you put
your right hand up and you shake it all around, put your head between your hands
and turn yourself around, that's what it's all about! Left hand!"

Do "Hokey Pokey" with students in lines, facing forward so everyone raises
correct right and left hand to sing and do this "Hokey Pokey."

In Table Teams, students will place the Activity Pictures according to the
teacher's instructions (have all students on the same side of the table) and use
Numbered Heads so each student has multiple turns to participate in placing
Activity Pictures according to teacher instruction.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: 2 Sets of Picture Cards

Objective: (post) SWBAT use adverbs ending in –ly in order to ask for, give and
follow multi-step directions.

Use Choral Response to review "1 _____, 2 _______"
(e.g. 1 firefighter, 2 firefighters) Do with each pair of Picture Cards.
Model moving and singing Commands to the tunes of "Are You Sleeping" - Turn
around, turn around; walk fast, walk fast; now walk slowly, now walk slowly, say
your name, say it quietly…repeat ending with - say it loudly.

Play follow the leader with singing Commands

Elicit 1 additional command from each Table Team (e.g. pick up the pencil, sit
down, etc) and teacher composes the new verse, while students follow the
commands. Use the same adverbs as you create the new verses: fast, slowly,
quietly, loudly.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Supplemental Pictures of tools for each Picture Card, Carousel p. 348,
Illustrated Word Bank from Lesson 1

Objective: (post) SWBAT use present tense verbs in order to describe actions.

Teacher models naming the tools a teacher uses for her/his
job. Prompt: What tools do I use to do my job? Use Think, Pair, Share for
students to brainstorm tools students need to do their work. Prompt: What tools
do you use to do your job?
Teacher uses the pocket chart to display the Picture Cards and model matching
the appropriate tool to each occupation.

Teacher reads riddle p. 348 and partners do Think, Pair, Share to decide on
answer and then share with class.
(I Do It)
Model choosing an occupation and giving 2-3 descriptors of that occupation.
Descriptors may include where they work, what tools they use, who they help,
and/or what they wear.

Partners or Teams secretly choose an occupation and work together to create a
riddle with 3 descriptors to read to the class. Take time for teams to share riddles.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Sentence Stems Posted, Transparency 26, book "White Snow, Bright Snow"
Paper, Samples of Winter Clothing, *Realia for Transparency 26

Objective: (post) SWBAT use future tense verbs in order to express

feelings and preferences.

Display Transparency 26 and read the poem to students several times, helping
the students understand what it means (use realia* and pantomime). Allow
students to discuss how things look different when it snows.
Do picture walk (What do you see?) in "White Snow, Bright Snow." Model
making a prediction using:
I think this book will be about ______.
I think the story will take place in _______.
I think I will/will not like the story because ________.

Use Numbered Heads Together for Partners/Teams to make predictions using
sentence stems:
I think this book will be about ______.
I think the story will take place in _______.
I think I will/will not like the story because ________.
Read then verify predictions.

Students sketch and/or write about part of the book that verifies one of the
predictions.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Blank paper - 1 per student, 3-Column Chart,

Posted Sentence Frames, Transparency 26

Objective: (post) SWBAT use prepositions, before, after in order to retell actions
or events in chronological order.

Reread the poem Transparency 26
Teacher uses a 3-Column Chart (similar to Supplement 3.2) to model "before" &
"after" statements about things 3 people in class do before school and after school.

Use the 3-Column Chart (supplement 3.2) to elicit statements from students about
what happens to the characters before and after the snowstorm.*
*Use the chart to sing to the tune of "This is the way…"

EXAMPLE: Before the storm he looked to the sky, looked to the sky, looked to
the sky. Before the storm he looked to the sky, he knew it was going to snow.
After the snowstorm he put on his boots, put on his boots, …to deliver the mail.

Students fold a paper in half to draw pictures of what they do before and after
lunch. Use Talking Stick for students to practice the language by using the
sentence stems:
Before lunch I ________. After lunch I_______.

Unit 3 Chapter 1
ELD Lesson Plan
Materials: "White Snow, Bright Snow," Transparency 27, Supplemental Spinners

(1/team), Picture Cards, Word Cards, white chart paper for T-chart

Objectives: (posted) SWBAT use adjective and pronouns in order to express


Use a T-chart and draw a happy face and a sad face (label
happy/sad) and brainstorm things that make us happy and things that
make us sad. (Teacher model an example to begin.)
Use Transparency 27 to present other feelings.

Use Spinner that contains pictures of each feeling. Teacher and students spin the
Spinner to complete the sentence frame:
He/she is _____.
The woman/man/girl/boy is _____.

Team play the Spinner Game

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Transparency 27, 1 copy per team of Transparency 27 pictures only,

PRECUT in envelopes 1 copy per team of Supplement 5.2 (which is Activity
Sheet 122 without words), 1/2 page of paper for team books,

Objective: (post) SWBAT use adjectives and pronouns in order to express


Use the Spinner to review feelings
Teacher models making one page of a mini book using Supplement 5.2 - teams
cut the pictures (or pre cut and place in envelope for each team.) Each member
pastes a picture to a blank paper and writes a sentence for their page of the mini
book using: He/she is _____. Students may use overhead if they need to copy.

Use volunteers to model making successive pages.

Teams make their mini book and attach the title page "How Do They Feel?"

Unit 3 Chapter 1
ELD Lesson Plan
Materials: Picture Cards - 1 per student, Supplement 6.1A Riddles,

Supplement 6.1C, paper-1 per student, 1 set Activity Pictures (cut in
envelope) per team

Objective: (post) SWBAT use the conditional phrase, when I grow up, in
order to express feelings and preferences.

Review occupations using Riddles from Supplement 6.1A
Teacher model using a Supplement 6.1C to complete the sentence stem:
When I grow up, I want to be a ____.

Use Inside Outside Circle to practice sentence frame. Inside has Picture Cards
and Outside uses occupation in the sentence frame. Trade roles - Inside passes
Picture Cards to Outside and continue.

Students play a card game with the Activity Pictures to practice finishing the
sentence stem:
When I grow up, I want to be a ____.

Unit 3 Chapter 1

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EARLY INTERMEDIATE Carousel of Ideas

Unit 3 Ch.1 Lesson 1.1

Materials: Supplemental Pictures and/or Realia depicting the 5 occupations of focus*;

Behavior Standards Be Respectful, Solve Problems

Build on prior knowledge:

Practice: (We Do It)

Apply and Extend: (You Do It)

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 1

ELD Lesson Plan

Unit 3 Ch.1 Lesson 1.2

Materials: Picture Cards, Illustrated Word Bank (continued from 1.1),

Behavior Standards Be Respectful, Solve Problems,

Build on prior knowledge:

Practice: (We Do It)

Apply and Extend: (You Do It)

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 2

ELD Lesson Plan

Unit 3 Ch.1 Lesson 1.3

Materials: Picture Cards, chart paper for T-chart

Behavior Standards Be Respectful, Solve Problems,

Objective: (post) SWBAT use present tense verbs in order to request

Build on prior knowledge:

Practice: (We Do It)

Apply and Extend: (You Do It)

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 3

ELD Lesson Plan

Unit 3 Ch.1 Lesson 2.1

Behavior Standards Be Respectful, Solve Problems,

Build on prior knowledge:

Practice: (We Do It)

Apply and Extend: (You Do It)

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 4

ELD Lesson Plan

Unit 3 Ch.1 Lesson 2.2

Materials: (see Lesson 2.1)

Behavior Standards Be Respectful, Solve Problems,

Build on prior knowledge:

Apply and Extend:

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 5

ELD Lesson Plan

Unit 3 Ch.1 Lesson 3.1

Materials: Picture Cards, 1 Set of Activity Pictures for each team

Behavior Standards Be Respectful, Solve Problems,

Objective: (post) SWBAT use the prepositions, left, right in order to

Build on prior knowledge:

Practice: (We Do It)

Apply and Extend: (You Do It)

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 6

ELD Lesson Plan

Unit 3 Ch.1 Lesson 3.2

Materials: 2 Sets of Picture Cards

Behavior Standards Be Respectful, Solve Problems,

Build on prior knowledge:

Practice: (We Do It)

Apply and Extend: (You Do It)

Salem-Keizer Schools/ELD Curriculum Writers/Second Language Learning 7

ELD Lesson Plan

Unit 3 Ch.1 Lesson 3.3

Behavior Standards Be Respectful, Solve Problems,

Build on prior knowledge:

Practice: (We Do It)

Apply and Extend: (You Do It)

Before lunch I __. After lunch I_.