1 WEEK Flexible Weekly Lesson Plan English Learning 24a Diversity • Unit 1, Week 1 Instructional Plan and Materials Preteach 10 min Poster Day 1 Activity Song Book Preview Concept Routine Teach 15–40 min Concept Talk Oral Vocabulary Routine Build Concept Vocabulary Vocabulary in Context Table Talk (see Leveled Support p. 24c) Skill Check 5–10 min Practice Book Poster/Song Book Routine Preteach 10 min Poster Day 2 Activity Song Book Vocabulary Routine Teach 15–40 min Language Workshop Sequencing Table Talk (see Leveled Support p. 24c) Skill Check 5–10 min Practice Book Poster/Song Book Routine Technology Resources Audio CD, Student Edition eText, and Get Online: Concept Talk Video Audio CD, Student Edition eText, and Get Online: Envision It! Animation Common Core State Standards CCSS: RI.4.1, RI.4.2, RI.4.4, RI.4.10, RF.4.4, RF.4.4.a, RF.4.4.b, RF.4.4.c, SL.4.1, SL.4.1.a, SL.4.1.c, SL.4.2, SL.4.6, L.4.4, L.4.4.a, L.4.6 CCSS: RI.4.5, W.4.4, SL.4.1, SL.4.1.c, L.4.3, L.4.6 DEVELOP CONCEPTS Day 1 BUILD LANGUAGE Day 2 Daily Progress Monitoring Oral Vocabulary Routine Talk About It If . . . students have difficulty identifying the vocabulary words in the Poster or Song Book, If . . . students have difficulty using sequence words, then . . . review the words they missed using the Oral Vocabulary Routine. then . . . review the chart at the top of the page. Extend Your Time Phonics Transition Lessons Transparency 2 Hear It! See It! Say It! Use It! Routine Practice Activities Phonics Transition Lessons Practice Activities DEVELOP CONCEPTS Day 1 BUILD LANGUAGE Day 2 Day 1 Day 2 SIOP ® in Practice PROFESSIONAL DEVELOPMENT Lesson Preparation Content Objectives and Language Objectives; Building Background Key Vocabulary Emphasized A+RISE ® Strategies PROFESSIONAL DEVELOPMENT A+RISE ® Comprehension Card C05 I S OP ® OBSERVATION PROTOCOL SHELTERED INSTRUCTION ® • Transparency 2 • Song Book, 1 • Poster 1 • Word Cards 1–7 culture T 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Central Concept Map 1 ? ? ? ? ? ? ? ? 1 1 2 2 3 3 4 4 5 5 ? ? ? ? ? ? ? ? ? ? ? ? 1 ELD All Kinds of People All kinds of people Often get together, Folks from different places Share things as one. Each person comes from A different kind of culture, But sharing together Can be a lot of fun! Music is a thing that People share together. Crowds appreciateit, Though they are diverse. Music from a banjo Brings folks together, Enjoyed by many people Across the universe!
Transcript
1WEEK Flexible Weekly Lesson Plan
English Learning
24a Diversity • Unit 1, Week 1
Instructional Plan and Materials
Preteach 10 min
Poster Day 1 Activity Song Book Preview Concept Routine
Teach 15–40 min
Concept Talk Oral Vocabulary Routine Build Concept Vocabulary Vocabulary in Context Table Talk (see Leveled Support p. 24c)
Skill Check 5–10 min
Practice Book Poster/Song Book Routine
Preteach 10 min
Poster Day 2 Activity Song Book Vocabulary Routine
Teach 15–40 min
Language WorkshopSequencing
Table Talk (see Leveled Support p. 24c)
Skill Check 5–10 min
Practice Book Poster/Song Book Routine
Technology Resources Audio CD, Student Edition eText, and Get Online: Concept Talk Video
Audio CD, Student Edition eText, and Get Online: Envision It! Animation
???????? What experiences bring diverse people together?What experiences bring diverse people together?
Concept Goals
Question of the Week
DiversityGrade 4, Unit 1, Week 1
ELD
understand diversity
recognize how people share music
describe how music brings people together
Stephanie’s SoloMy best friend Stephanie plays the violin. At first the banjo interested her. Her grandmother said that her family listened to the banjo in their parlor. She described a similar African instrument made with a gourd. Then Stephanie studied the violin. She practiced for hours every day. People began to appreciate her playing with the school orchestra. She enjoyed the praises of her family and friends. Stephanie said to me, “Rhonda, music is such a wonderful part of our culture. I would love to play a solo.” I saw her try out for the solo. She wasn’t happy about it. Mr. Cardenas, the conductor, gave her suggestions. She worked hard at home and with the orchestra. The concert brought together many people from diverse backgrounds. Her solo was beautiful! The performance was a great success.
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Concept TalkDirect students’ attention to the poster. Point to different elements, asking: Who is this? What is (s)he doing here? Have students describe what they see. Tell students that the poster shows a sequence of events. Explain that a sequence is the order in which things happen in a story. Explain that diverse means different. Assign volunteers one person in the poster. As you name each person (for example, Rhonda), have the volunteer tell something about that person, such as: Rhonda watched her friend Stephanie practice. Guide students in highlighting the differences they see among the people. After all the people have been described, ask: Why would a concert bring together such a diverse group of people?
22DAY
Reteach Vocabularyappreciate culture gourd praisesbanjo diverse parlor
Write the words appreciate, banjo, culture, diverse, gourd, parlor, and praises on the board and say the words aloud. Give visual support by pointing to items on the poster. Use each word in a sentence that provides a context clue to the word’s meaning. Then have students give the meanings of the words and repeat your gestures or create their own as you call out the vocabulary words again. Repeat the process for any word students cannot say.
Listening Tell students that you are going to read aloud a passage about the picture called Stephanie’s Solo. Instruct them to listen for the vocabulary words and raise their hands when they hear one of the words.
33DAY
Language CheckWrite the sentences below. Have students read the sentences aloud. Then have them circle the words that tell when.
Stephanie played her violin yesterday. (yesterday) Today she is going to a concert with Rhonda. (today)
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Stephanie will play her violin at school orchestra practice tomorrow. (tomorrow)Next week the orchestra will give a performance. (Next week)
44DAY
Produce Oral LanguageUse the following questions as discussion starters.
What first got Stephanie interested in music?
How did her family and friends respond to her playing?
Why do you think Stephanie wanted to play a solo?
How did the school orchestra get ready for the concert?
What experiences bring diverse people together? Make a list of activities and events that bring different kinds of people together.
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55DAY
Think, Talk, and WriteListening Reread the passage, Stephanie’s Solo. Check students’ listening comprehension by having them:
Tell where these scenes take place.
Point to Stephanie.
Point to her friend Rhonda.
Point to the other students trying out.
Point to the conductor, Mr. Cardenas.
Point to the diverse people at the concert.
Writing Ask students to refer to the scene in the poster to answer the question What experiences bring diverse people together? Have them write two or three phrases or simple sentences.
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38424_U1_W1_2ND.indd 1 2/22/08 3:57:31 PM
????????????Question of the Week What experiences bring diverse people together?What experiences bring diverse people together? 1
ELD
DiversityGrade 4, Unit 1, Week 1
All Kinds of PeopleTune: “Down by the Station”
All kinds of peopleOften get together,Folks from different placesShare things as one.Each person comes fromA different kind of culture,But sharing togetherCan be a lot of fun!
Music is a thing thatPeople share together.
Crowds appreciate it,Though they are diverse.Music from a banjoBrings folks together,Enjoyed by many peopleAcross the universe!
39875_U1W1_FSD.indd 1 3/3/08 9:04:54 AM
LC13_CC_TE4_U1W1_FWLP.indd 24aLC13_CC_TE4_U1W1_FWLP.indd 24a 2/29/12 2:59:50 AM2/29/12 2:59:50 AM
KEY
= Core = Optional = Assessment
24b
Preteach 10 min
Poster Day 3 Activity Song Book Vocabulary Routine
Teach 15–40 min
Build Comprehension Sequence
Table Talk (see Leveled Support p. 24d)
Skill Check 5–10 min
Practice Book Poster/Song Book Routine
Preteach 10 min
Poster Day 4 Activity Song Book Grammar Routine
Teach 15–40 min
Conventions of EnglishInterrogative and Declarative Sentences
Table Talk (see Leveled Support p. 24d)
Skill Check 5–10 min
Practice Book Poster/Song Book Routine
Preteach 10 min
Poster Day 5 Activity Song Book Review Concept Routine
Teach 15–40 min
Think, Talk, and Write Diversity
Table Talk (see Leveled Support p. 24d)
Skill Check 5–10 min
Practice Book Poster/Song Book Routine
Audio CD, Student Edition eText, and Get Online: Envision It! Animation
Audio CD, Student Edition eText, and Get Online: Grammar Jammer
