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ELD LESSON PLANS


ELD BEGINNING Level Grade 3 Houghton-Mifflin Theme 3 Incredible Stories

LANGUAGE OBJECTIVE

Listening and Speaking ELD Standards




Reading ELD Standards

Writing ELD Standards

Identify the main points of simple conversations and stories

Identify main idea; make predictions, note details

Write short narrative stories

1

Students will be able to Note Details using Possessive. Pronouns by...




Write about a scary/funny/silly story.

2

Students will be able to Note details using adverbs by...

Write a story about the giant .

3

Students will be able to Draw Conclusions using adjectives by …

Write a story about dragons.


4

Students will be able to Note Details using auxiliary verbs by…

Write a story about a dog.

Selection

Language Function

Grammar Form

Vocabulary

Prompts/Questions

Responses

1

Dogzilla


Note Details

-I think of details, or small parts of information to give a clear picture.-

(HM Fantasy and Realism)


Possessive Pronouns

-Used to express ownership of a noun.-

(my, your, this)



scary, funny, silly, real, not real

monster, breath, mouse, mice, eyes, a nose, hair, cat, bird, feet, tail, ears, puppies, squeaked, breathed, chewed, chased


What is scary/funny/silly? Is ___ scary/funny/silly?

Was this a scary/funny/silly story?

Was this monster real?

Did Dogzilla chase cars?

Did you see the dog chase cars?

What did you see?

Was my/your/this dog a monster?

What did Dogzilla chew?

What did real dogs do?


__ is ___. __ is ________. ___ is not ______.

This was a scary/funny/silly story.

Yes/No, this monster was/was not real.

Yes/No, Dogzilla did/did not chase cars.

Yes/No, I saw/did not see the dog chase cars.

I saw__________.

Yes/No, my/your dog was /was not a monster.

He chewed food.

Real dogs chased/barked/slept.


2

The Mysterious Giant of Barletta

Note Details

-I think of details, or small parts of information to give a clear picture.-

(HM Following Directions)


Adverbs

-Used to describe a verb.-

-ly and (very)


giant, walked, hurt, hide/hid, screamed, shouted, worried, cried, laughed, old lady, children, army, captain, old, sad, angry, scared

What did the giant do?

How did the giant walk?

What did the children do?

How did the children play?

Was the giant very angry?

Did the people hide quickly/quietly/slowly?



The giant walked/screamed/scared people.

The giant walked quickly/slowly.

The children played/cried/laughed.

The children played loudly/quietly.

No, the giant was not very angry.

Yes, the people hid.



3

Raising Dragons


Drawing Conclusions

-I gather information and clues to figure out ideas that are not directly stated.-



Adjectives

-Used to describe what kind, how many and which one.-




sheep, cows, pigs, chickens, grew, frogs, fish, eels, insects, juicy, slimy, crunchy, squishy, enjoy young, grown, tend crops, sow seeds, pull weeds, chase pests, pop popcorn

Describe the girl/dragon/father.

What food did you like?

What food did Hank enjoy?

What did dragon like to do when he was young?

Was this a true/realistic/non-fiction story?

Is a story about flying dragons probably realistic?



The girl/dragon/father was nichelpful/friendly.

I liked the juicy peach.

Hank enjoyed a slimy eel.

When he was young he liked to eat juicy eels.


This was a true/realistic/non-fiction/fiction/a fantasy story.

A story about flying dragons is probably not realistic.



4

The Garden of Abdul Gasazi

*Note Details

(HM Story Structure)



Auxiliary verbs

-Used to help main verbs express action.-

(can, cannot,

may, may not)



find, chase, chew, bite, nibble, walk, drag, tug, pull, scare, capture, leash, slowly, calmly, quickly

(add other adverbs)



What may people/dogs chew?

What can people/dogs not chew?

What may dogs not chew?

What can Fritz chew?

How may dogs walk on a leash?

How can Fritz walk on a leash?

At first, can Alan find Fritz?


Dogs may chew on dog toys.

People cannot chew on tables.



Dogs may not chew chairs.

Fritz can chew on hats/people/chairs/pillows.

Dogs may walk on a leash slowly.

Fritz can tug/pull on a leash.



At first, Alan cannot find Fritz.

Supplemental Resources: Avenues Unit # 3 Moonlight, Moon Bright LANGUAGE! Picture Cards ___ Other ____________



ELD LESSON PLANS

ELD INTERMEDIATE Level Grade 3 Houghton-Mifflin Theme 3 Incredible Stories


LANGUAGE OBJECTIVE

Listening and Speaking ELD Standards




Reading ELD Standards

Writing ELD Standards

Listen to stories and info. And identify important details and concepts

Use detailed sentences to identify main idea, make pred.

Narrate with detail a sequence of events

1

Students will be able to Note Details using Demonst. Pronouns by...




Write about a scary/funny/silly story.

2

Students will be able to Note details using adverbs by...

Write a story describing everything the giant did.

3

Students will be able to Draw Conclusions using adjectives by…

Write a story about flying dragons.

4

Students will be able to Note Details using auxiliary verbs by…


Write a story about a disobedient dog.

Selection__Language_Function__Grammar_Form__Vocabulary'>Selection

Language Function

Grammar Form

Vocabulary

Prompts/Questions

Responses

1

Dogzilla


Note Details

-I think of details, or small parts of information to give a clear picture.-


(HM Fantasy and Realism)

Demonstrative Pronouns

-Used to replace a particular noun that is remote or distinguished from another.-

(that, this, these, those, some, any)


destroyed, mice, canine, metropolis, roads, freeway, buildings, tanks, fire trucks, helicopters, damaged, wrecked, horrifying, tremendous, heroic, colossal, monstrous

What is that/this? Who do these/those belong to?

What did Dogzilla do to that/this?

How did Dogzilla look?

How did that/this look?

What did the canine do to the cars?

What did some of these/those mice do?

Did any of those fly helicopters?

Which of these was real, a mouse squeaking or a mouse flying a helicopter?

This/That is a __. Those/These belong to___.
Dogzilla destroyed that/this.

Dogzilla looked horrifying.

That/This looked destroyed.

That canine chased some cars.

Some of these mice screamed.

Yes. Some of those/these flew helicopters.

That squeaking mouse was real.



2

The Mysterious Giant of Barletta

Note Details

-I think of details, or small parts of information to give a clear picture.-


(HM Following Directions)

Adverbs

-Used to describe an adjective/or verb.-

(too, very)



strolled, remains, huge, reflect, consider, agonize, sob, snicker, attic, cellar, frightened, safe, alive, step down, pedestal, thought

Who/What is too/very ____?

What did the giant do in the city?

Where were the townspeople?

Who was/were (very/too) tall?

Was it very safe to hide under the bed?

Were the soldiers too/very frightened of the giant?

How did the people/giant cry/sob?


___ is too/very ___. ___ is not very/too ___.

The giant strolled in the city.

The townspeople /were in the town square.

The giant was/were (very/too) tall.

Yes, it was very safe to hide under the bed.

Yes, the soldiers were too/very frightened of the giant.

The people/giant…..


3

Raising Dragons


Drawing Conclusions

-I gather information and clues to figure out ideas that are not directly stated.-



Adjectives

-Used to describe what kind, how many and which one.-




eels, insects, beef, lamb, chicken, pork, juicy, slimy, crunchy, squishy, prefer, young, grown, tend crops, sow seeds, pull weeds, pests,

helpful, naughty, strict




Describe _____/the characters. /(from…).
What kinds of food did you prefer in the summer?

What kinds of food did Hank prefer?

What did dragon like to do when he was young?

Why was this true/realistic/non-fiction story or not true/fiction/a fantasy?

What conclusions did you draw about flying dragons in the story?


The ___ is/was ______The girl/dragon/father was very helpful/naughty/strict.

I preferred a juicy peach to a squishy grape in the summer.

Hank preferred a slimy eel to crunchy pork.

When dragon was young, he liked to eat juicy eels.


This was a true/realistic/non-fiction/fiction/a fantasy story because_________________.

I concluded that flying dragons _______ because _________.



4

The Garden of Abdul Gasazi

Note Details

-I think about the order in which things happen.-

(HM Story Structure)


Auxiliary Verbs

-Used to help main verbs express action.-

(should, could, would)



find, chase, nibble, gnaw, stroll, drag, tug, pull, scare, capture, obedient, leash, quickly, slowly, steadily, yank


What should/could good dogs chew?

What would/could Fritz chew?

How should/would dogs walk on a leash?

How would Fritz walk on a leash?

In the beginning/middle, could/should Alan find Fritz/Fritz bite Alan/Mr. Gasazi scare Alan?

Towards the end, could/should Mr. Gasazi capture Fritz?



Good dogs should/could chew on dog toys.

Fritz would/could chew on Alan’s hat.

Dogs should/would walk on a leash obediently.

Fritz would yank/drag on a leash.

In the beginning, Alan could find Fritz.
Towards the end, Mr. Gasazi should not capture Fritz.


ELD LESSON PLANS

ELD ADVANCED Level Grade 3 Houghton-Mifflin Theme 3 Incredible Stories

LANGUAGE OBJECTIVE

Listening and Speaking ELD Standards




Reading ELD Standards

Writing ELD Standards

Listen attentively to stories & info., identify main points &supporting details


Generate & respond to comp. questions

Write a detailed summary of a story

1

Students will be able to Note Details using reflexive pronouns by...




Write about a scary/funny/silly story.

2

Students will note details using specialized adverbs by...

Write a story describing everything the giant did.

3

Students will be able to Draw Conclusions using adjectives by…

Write a story about flying dragons.

4

Students will be able to Sequence Events using auxiliary verbs by…

Write a story about a disobedient dog.

Selection

Language Function

Grammar Form

Vocabulary

Prompts/Questions

Responses

1

Dogzilla



Note Details

-I think of details, or small parts of information to give a clear picture.-


(HM Fantasy and Realism)

Reflexive Pronouns

-Used to reflect the action back to the noun.-

(myself, yourself, yourselves, itself, ourselves, themselves, himself, herself)


colossal, terrifying, creature, heroic, mysterious, demolish, plot, dreadful, assemble, emergency meeting, panicking pooch

Did you read by yourself?

What did she do by herself?

What can we do by ourselves?

What did the colossal monster destroy?

Did the terrifying creature demolish the furniture by himself?

Describe the mice/the creature .

What did the heroic mice do by themselves?

.


Yes/No. I (did not) read by myself.

She ate by herself.

We can ___ and __ by ourselves.



The colossal monster destroyed the city.

Yes/No. The terrible creature did not demolish the furniture by himself.

The mice were heroic and _______. The creature was….

The heroic mice plotted a plan against Dogzilla by themselves.


2

The Mysterious Giant of Barletta

Note Details

-I think of details, or small parts of information to give a clear picture.-

(HM Following Directions)


Specialized Adverbs

-Used to modify verbs.-

(already, still, yet, anymore)


remain, pedestal, army, destroy, panic, Adriatic, consider, agonize over,

prepare for, mysterious, hail,

peaceful,


Did the giant remain on the pedestal?

Did the old woman consider the giant to be mysterious?

Was the sun already up when the sisters went to church?

Did the townspeople still hail the giant on the way to the market?

Was life still peaceful in the city of Barletta?


Yes, the giant remained on the pedestal.

Yes/ No, the old woman did/did not consider the giant to be mysterious.

No, the sun was not already up when the sisters went to church.

Yes, the townspeople still hailed the giant on the way to the market.

Yes, life was still peaceful in the city of Barletta.


3

Raising Dragons


Drawing Conclusions

-I gather information and clues to figure out ideas that are not directly stated.-



Adjectives

-Used to describe what kind, how many and which one.-





eels, insects, beef, lamb, chicken, pork, juicy, slimy, crunchy, squishy, prefer, young, grown, tend crops, sow seeds, pull weeds, pests,

What was your preferred food?

What was Hank’s preference?

What did the dragon enjoy doing when he was young?

Why was this realistic/non-fiction /fantasy/selection?



I preferred a juicy peach to a squishy grape.

Hank preferred a slimy eel to crunchy pork.

When the dragon was young, he enjoyed eating juicy eels.

This selection was a realistic/non-fiction /fantasy/selection because________________.




4

The Garden of Abdul Gasazi

Note Details

-I think about the order in which things happen.-


(HM Story Structure)


Auxiliary Verbs

-Used to help main verbs express action.-

(should/not, could/not, would/not)



find, chase, chew, nibble, gnaw, stroll, drag, tug, , yank, scare, capture, obediently, tamely, leash, transform, request


What should/could playful dogs chew?

How should a dog act/behave?

How could an obedient/ a disobedient dog act?

Throughout the story, what would/could Fritz chew?

How should/would obedient dogs walk on a leash?

What should/shouldn’t Fritz do with a leash?

At the start of the story, could/should Alan find Fritz/Fritz bite Alan/Mr. Gasazi scare Alan.

Should Alan request for Fritz to be returned?



Playful dogs should chew on dog toys.

A dog should…

An obedient/A disobiedent…

Throughout the story, Fritz would/could chew on hats/people/chairs/pillows.

Obedient dogs should/would walk on a leash obediently.

Fritz should/shouldn’t yank/drag/tug/pull on a leash.

At the start of the story, Alan could not find Fritz but he should find Fritz.


Yes, Alan should request for Fritz to be returned.

Supplemental Resources: Avenues Unit # 3 Moonlight, Moon Bright LANGUAGE! Picture Cards ___ Other ____________




EL Services Dept. June 2009






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