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2.1 Calendar
Content Objectives:
Analyze and compare the relations of different forms of time (e.g. how many
minutes in an hour; weeks in a year, etc.)
Language Objectives:
Construct and read sentences using new vocabulary.
Verbally answer questions from other students.
Listen and record others' answers.
Read vocabulary words and chorally repeat them.
SIOP Features
Lesson Sequence:
Time: Activity:
Days of the Week:
1. Using "Vocabulary Cards - Days of the Week" read as
5 a class (echo reading if necessary/possible). Prompt these
heading on a calendar.
2. Use the days of the week in an example:
On Monday, we go to school.
We go to church on Sunday.
I like Wednesdays because I have soccer.
15 1. Have students participate in "Student Survey" (Which
day is your favourite day of the week? Why?)
5 Before, prompt: "What do you
think/predict/hypothesize will be the favorite day?"
5 2. Continue with the "Survey Results" sheet and
questions (i.e. which day was the most favorite/least favorite,
etc.)
Ask students to summarize the findings.
Why is _____ the most liked day of the week?
"If we did a similar survey to favorite months of
the year, what do you think we would find? (A: The
summer months are popular because they are fun and
relaxing).
Reflections:
Missing extensive reading.
Assessment:
2.2 Time: Today and Yesterday
Content Objectives:
Analyze and tell time on digital and analogue clocks.
Identify times with activities in a daily schedule.
Language Objectives:
Read, write, and speak using present and past tenses (3rd person
singular -s endings).
Ask questions, using what/when, and in complete sentences.
Listen to student responses and document your partner's answers.
Read questions and prompts.
SIOP Features:
Time: Activity:
10 1. Explain and demonstrate how to tell
minutes time (e.g. hour hand, minute hand, how many
minutes are in an hour, each number represents
another five minutes, etc.). Discuss how to say the
5 minutes different time ("ten-oh-five").
2. Write a timeline on the board. Note
and write "point one": Now, today, (the date),
2 minutes present tense; and "point two": Yesterday, (the date
2 minutes from yesterday), and past tense.
3. Review 3rd person "-s" verb endings
2 minutes 4. In partners, hand out "Sheet A" and
2 minutes "Sheet B" of "Every Day" to each group.
10-15 5. Choral read the instructions/sayings
(at the top of the page).
10 6. Do one example (use a new
minutes question on the board).
7. Ask the students to ask each other
25 for the missing information.
minutes 8. Correct worksheets if desired.
9. If desired/time allows, write the
responses on the board, e.g. "He wakes up at 6:00
AM", and choral read with class
10. Repeat 4-9 with "Yesterday". Noting
-ed ending for past tense verbs.
Reflections:
Assessment:
Listen to students' conversations.
Check student worksheets (observation).
SIOP Features:
Lesson Sequence:
Activity:
Explain and demonstrate how to tell time (e.g. hour hand, minute
hand, how many minutes are in an hour, each number represents another five
minutes, etc.). Discuss how to say the different time ("ten-oh-five").
Write a timeline on the board. Note and write "point one": Now, today,
(the date), present tense; and "point two": Yesterday, (the date from yesterday),
and past tense.
Review 3rd person "-s" verb endings
In partners, hand out "Sheet A" and "Sheet B" of "Every Day" to each
group.
Choral read the instructions/sayings (at the top of the page).
Do one example (use a new question on the board).
Ask the students to ask each other for the missing information.
Correct worksheets if desired.
If desired/time allows, write the responses on the board, e.g. "He
wakes up at 6:00 AM", and choral read with class
Repeat 4-9 with "Yesterday". Noting -ed ending for past tense verbs.
Reflections:
Assessment:
Listen to students' conversations.
Check student worksheets (observation).
Language Objectives:
Students will use future tense.
Students will ask questions, using what/when, and in complete
sentences.
Students will listen to responses and document their partner's answers.
Students will read question and response prompts.
SIOP Features
Lesson Sequence:
Time: Activity:
10 min 1. Start with "Telling Time Vocabulary"
as warm-up. (Should be mostly review from
previous day; What concepts are students still
unfamiliar with?)
5 min 2. Go through answers with students
3. Write a timeline on the board. Note
and write "point one": Now, today, (the date),
present tense; and "point two: Future tense, (the
date for tomorrow), and tomorrow.
15 min 4. Review future tense; using "will";
(noting to not use -s ending for 3rd person singular)
5. In partners, hand out "Sheet A" and
"Sheet B" of "Every Day" to each group.
6. Choral read the instructions/sayings
(at the top of the page).
5-10 7. Do one example (use a new
question on the board).
8. Ask the students to ask each other
10 min for the missing information.
9. Correct worksheets if desired.
10. If desired/time allows, write the
5-10 responses on the board, e.g. "He will wake up at
6:00 AM", and choral read with class
Reflections:
Assessment:
- observation of conversations and worksheet.
-may use "Telling Time Vocabulary" as formative/summative assessment.
2.5 Holidays
Content Objectives:
-Identify major holidays and events in Canadian culture and other cultures.
-Recall holiday dates
-Research one holiday
Language Objectives:
-Read holiday names
-Listen for holidays and write the dates and cultures.
-Discuss, show, and record information for three holidays.
SIOP Features
Lesson Sequence:
Time: Activity:
1. Hand-out the vocabulary cards for Holidays and
Celebrations.
2. Ask students to listen for "when" and "where/which culture"
each holiday is celebrated and have them write each on the
vocabulary card or on a piece of loose-leaf.
3. Demonstrate/Give an example: Boxing Day, December 26th,
Canada, Great Britain, Australia, Bermuda, and USA. --> You may read
the rest of the information if there are more advanced students in the
class (e.g. describing the holiday).
4. Have students use "My Favourite Celebrations" and fill-in the
information.
5. Follow the same template in their books (i.e. Name of
celebration, when it is celbrated, why I like this celebration, and
illustration) and have each student google search one holiday (you
may have students pick these at random out of a hat). Go to images
and write down 5-10 words that they see.
6. Have students partner up and trade images/words.
7. Have students partner up one more time (now trading 2
events).
8. Review Activity: project or layout all of the 12 months. Ask
students to name all of the holidays in one month (they may use their
notes). Write or mark which holidays are on which days. Next, erase
the holidays on the months and have students close their books.
Create teams (2-4); Call out a holiday and have students from teams
run to the board and point to either the month or the day.
Reflections:
Assessment:
2.6 Weather
Content Objectives:
-Visualize the weather.
-Discover new vocabulary terms.
Language Objectives:
Read and discuss weather vocabulary.
Match vocabulary with images.
Listen for vocabulary.
Discuss the weather with a partner and document their response.
SIOP Features
Lesson Sequence:
Time: Activity:
10 1. Read and discuss "Vocabulary Cards
minutes - Weather Terms" as a class
2. Have students fill in "Weather
10 min Vocabulary" (matching sentences to pictures).
3. Read "Sun and Rain" as a class.
Students continue with worksheets. When reviewing
answers have students answer "Check yes or no"
vocally with complete sentences. E.g. "No, the car is
5 min not ready for the next morning." Adaption: Have
students answer (i.e. yes/no), you say the sentence,
10-15 they chorally repeat.
5 min 4. Complete "Matching Exercise" with
weather terms. (Possible summative assessment)
(#1-11)
5. Continue with "Weather Vocabulary"
Matching exercise (#1-20)
6. Listening Quiz: "Circle to word you
hear": Weather Vocabulary Dictation.
7. Discuss "Forecast" (Bring up a real
weather forecast; point and talk to the different
aspects of the forecast; e.g. lows and highs); Record
the information in the three pages under "Forecast
Work".
8. Complete the chart "The Weather:
Opinions" with a partner.
Reflections:
Assessment:
- "Matching Exercise" may be used as summative assessment.
"Weather Vocabulary Dictation: Circle the word you hear"
Summative/formative assessment.
2.7 Seasons
Content Objectives:
-Analyze each of the four seasons.
-Draw conclusions of what happens to the weather and plants in each season.
Language Objectives:
Explain the images of the four seasons.
Record the differences.
Read adverbs of frequency.
Say sentences using adverbs and seasonal vocabulary
Listen for commands
Autumn/Fall:
Windy, leaves, rake, harvest,
pumpkin, sweater, pants,
turkey, Thanksgiving,
Halloween.
SIOP Features
Lesson Sequence:
Time: Activity:
1. Project different graphics of the
differences in each season (See images under
"Vocabulary"). Hand-out Vocabulary Cards. Ask
students to describe what they see. Fill in the pie
chart "Changes Through the Seasons".
2. Ask students to do each matching
vocabulary with a partner -- they may use devices.
(Level 2 students); Have level one students label
vocabulary words in their pictures (Use large print-
outs of vocabulary words: fall, spring, summer, and
winter). Instruct Level 1 students as level 2 students
work on their sheets.
3. Have students poll the class on their
favorite season using the chart on "Warm-Up
Exercise - Seasons".
4. As a class brainstorm activities that
we do in each season and write the words on the
chart. Act out the activity and have students follow
as well.
5. Continue with "Adverbs of
Frequency"; ask students to use both adverbs and
activities together, or other seasonal vocabulary (e.g.
I always wear a tee-shirt in the summer; I never wear
sandals in the winter).
6. Finish the class with "Simon Says" of
seasonal activities.
Reflections:
-Activities and Hobbies are part of Unit 3. You can connect that portion of the unit
to the "Warm-Up Exercise - Seasons" portion of the lesson.
Assessment:
2.8 Addresses
Content Objectives:
-Identify different addresses.
-Analyze and label an envelope.
Language Objectives:
Listen for numbers and addresses.
Exchange addresses through speaking.
SIOP Features
Lesson Sequence:
Time: Activity:
1. Warm-up: Project google maps; find
your school. State the address of the school and ask
students to repeat it (show a picture if possible). (If
projector unavailable, make a hand-out of a
screenshot). Tell students that we will be practicing
our home address and others' addresses using all of
our language skills.
2. Briefly show the PowerPoint
"Address" (Has examples, list of abbreviations,
sending a letter, postal rates); the concepts will be
more closely reviewed in the packages and the
PowerPoint can be referred back to throughout the
lesson.
3. Follow the instructions on the
worksheets (skip items that need original resources,
e.g. Practice "Listen to the conversation. Listen and
repeat."); Some activities can still be done without the
CD: Page 23 "Listen" activity. Read one of (a) or (b) at
random and ask students to circle what they hear.
4. Page 25 activity: have students
practice using the school address first (in their
notebooks), then correct it on the board. You may
want to explain the difference of ZIP codes (USA) and
Postal Codes (Canada)--ZIP codes are only used a few
times in this package; the next package uses postal
codes (page 7)
Reflections:
A lot of material; may want to break up material for different leveled students--
allowing advanced students to work ahead.
Assessment:
SIOP Features
Lesson Sequence:
Time: Activity:
1. Explain the concept of time zones
while projecting pictures from the page "Time Zone
Images". Show examples using a manual clock,
drawing pictures of different clocks, or using a clock
app/website and searching "world clock".
2. Follow the activity on the hand-out
"Time Zones" ("What Time is it? Page 83).
3. Activities include review of telling
time.
4. Use the "Clock" app on an iPhone or
iPad (or similar online) to show "World Clock". Add
cities, such as Paris, London, Vancouver, Calgary,
Juneau (Alaska), etc. Note how many hours they are
behind or ahead and relate it to distance. (Note: The
iPad app "Clock" will do the math for you).
5. Ask students which cities are in their
home country. Ask them if they know the time
difference. Check the time difference using the world
clock.
6. Adaptations: for advanced students
have them write their own conversation, and/or have
them create their own statement/question examples
as seen in Activity "B" (Page 83)
Reflections:
Great use of Canadian material and cross-curricular objectives. Using Canadian
locations may be difficult for many students--you may want to prepare a map
that incorporates the student's country and time zones.
Assessment:
SIOP Features
Lesson Sequence:
Time: Activity:
1. Create small groups. Have students
read in groups and answer the activities located in
"Transportation Book".
2. Do "Transportation 2" as a class.
(Have you ever? Is done in partners).
3. Page 3 "Talking About Using
Transportation" - create a graphic organizer of verbs
and prepositions that are common with different
forms of transportation. (see below).
4. Continue with "Phrasal Verbs:
Transportation" (beginner students may observe or
work with other students).
5. Use "The best way to travel" as a
summary, review, or exit/entrance slip.
Reflections:
If possible, can time be taken to more further prepare them for driver's
education training (i.e. see lesson 2.15 "Transportation Revisited")? Are there
steering wheels (e.g. Mario Kart, or pretend) that the class can simulate driving?
(Could use that as a listening assessment--Total Physical Response strategy).
Assessment:
The Best Way to Travel (summative or formative assessment).
Notes:
SIOP Features
Lesson Sequence:
Time: Activity:
1. As a class, read "Currency
Vocabulary"; have students label the image on each
coin (loon, polar bear, caribou, ship, nickel, maple
leaf), and project real-life versions of them through
google images. Have students repeat the name. You
may pass around realia of the coins or bills; you may
display them at the front or through a projector.
Assessment:
2.12 Places
Content Objectives:
Identify and list places around [city].
Show relationships of a place and what we do there.
Language Objectives:
Read and write new vocabulary words.
Speak using a dialogue.
Perform a skit.
SIOP Features
Lesson Sequence:
Time: Activity:
Reflections:
Images are not completely clear; it would be best to project real pictures through
Google Images.
Assessment:
2.13 Directions
Content Objectives:
Show relationships of towns, cities, etc.
Apply new direction words. (i.e. follow directions).
Language Objectives:
Listen to directions and physically respond.
Write sentences using "__[noun]___ is __[direction]____ of __[noun]____."
Key Vocabulary Supplementary
Materials
SIOP Features
Lesson Sequence:
Time: Activity:
1. Project PowerPoint; note on slide 2
(the Canadian map) the compass. Have them copy
down the word "compass" and each north, south,
east, and west in full words while going through the
next slides. (i.e. slides 1-7)
2. Skip to slide 12 (a scale of the
biggest to smallest forms of boundaries in our
country). Connect to "Addresses".
3. Use the north, east, west, and south
directions to compare different provinces. (using slide
13/29). Model and allow individual practice.
1. Saskatchewan is west of
Manitoba.
2. Yukon is north of British
Columbia.
3. Etc.
2. Continue with "Detecting Directions"
package (there are different activities for different
levels of students--choose activities based on
differentiating levels and time allowed).
3. For page 11 and 12: face the board
and draw an outline of each of your hands, label them
left and right. Leave on for page 12.
4. Briefly touch-on page 15 (level four:
detecting directions), but this will be thoroughly used
in lesson 2.14: Countries and Cities.
Reflections:
Many options, choice of omitting activities based off of student level, time
available, and resources available (e.g. projector, etc.).
Assessment:
SIOP Features
Lesson Sequence:
Time: Activity:
1. Ask students to list as many
vocabulary words from "Places" lesson and
"Directions" lesson, separately. [They do not have to
recall them all; you may want to make note or ask
them to note which ones they forgot].
2. In pairs, have students fill-in their
own map by asking for directions from their partner.
(See page 32 and 33).
3. Using PowerPoint: Places in Canada
and our Home Countries, project the provinces and
capitals, read them each, make a list on the board or
in their notes, and have students unscramble the
names on the "Capital Scramble" worksheet.
Extension:
1. Easy: Do Seeing Canada Worksheet
in EAL Binder (My favourite place in Canada is
because); Difficult: Students journal about a places
theyve been in Canada (give details of what they
know like location, etc. and what they did there/why
they were there).
Reflections:
Assessment:
Prepositional Phrases:
Over the bridge
Under the bridge
Through the tunnel
Around the corner
Up the street
Down the street
Across the street
Past the school
On
Off
Into
Out of
Onto
SIOP Features
Lesson Sequence:
Time: Activity:
1. Ask "How do you drive?" Make KWL
of "Driving".
2. Read and illustrate (by drawing
and/or acting) prepositions and prepositional phrases.
3. Practice dialogue:
A. Go over the bridge.
B. Over the bridge?
A. Yes.
1. Go straight?
2. No, turn left.
1. Ok.
1. Look at and read page 232-233 for a
review of lesson 2.12 "Places" and some new "places"
vocabulary words.
2. Project: Have students create a skit
as drivers who obey and disobey the road signs and
ask each other for directions.
3. Optional: Have students write a story
about using an airplane, bus, subway, taxi, or train,
using the new vocabulary.
Reflections:
Assessment:
Group skit (step 7).
SIOP Features
Lesson Sequence:
Time: Activity:
1. Read "weather" vocabulary cards
and analyze "Cause and Effect Chart"
2. Use the vocabulary words to label
parts of the pictures.
3. Answer: What is your favorite
weather?
4. Have students survey each other,
asking "what was the most common weather in your
country?" or "In ____[country]__, what was the
weather?"
5. Read "The Sun, Earth, and the Moon"
vocabulary cards. Explain the "Think about the Topic:
Seasons change because of the Earth's tilt".
6. Have students fill-in a chart:
Month Canada/SK's Home Country's
season and season and
weather weather
January Winter (snow)
February Winter (snow)
March Winter (snow and
rain)
October Fall (windy and dry)
November Fall (snow)
December Winter (snow)
1. Optional: "World Weather" lesson
meant for intermediate students.
Reflections:
Assessment:
2.17 Environment
Content Objectives:
Identify (and label) aspects/things of nature and the environment.
Categorize climates and what is found in them.
Language Objectives:
List parts of the environment.
Say vocabulary words aloud.
SIOP Features
Lesson Sequence:
Time: Activity:
Reflections:
Assessment: