Food à burrito, cheese, lettuce, pasta, chicken, strawberry, banana, bread, pickle, watermelon, lime, ham
Careers à farmer, artist, carpenter
Colors, sizes, shapes
Present conjugations/regular & irregular
Vocab à bag, bin, pit (fruit), hat, nut, pill, fan, cup, kiss, cot, pen, back (of car), mop, bed, shop
Listen & write sentences
Read & answer questions
Tell what careers do
Write 1st, 2nd, 3rd person
7 Habits Highly Effective People
Learning styles quiz
Time management (long and short-term goals)
Care for your body
Teach them to raise hands and work in a group (they should understand these commands)
Hi, I am _________.
This is ________.
Here is __________.
Here are some _________.
Where is _________?
What time is it? It is _________.
I do not like __________.
I do like ___________.
She has _________.
Who is ________?
What is _________?
I need to _________.
How do you feel? I feel _________.
Does your ______ hurt? Yes, it hurts.
Can you ________? Yes, I can (play, sing, run)
Vocab: hat, pot, cup, map, bed, pin
Practice writing sentences about pictures
Practice writing Q’s about pictures
Practice writing ! about pictures
High Point –> topics –> model it for them –> they repeat –> they write down words
(do 2 High Point concepts per day)
What a World book –> read passages as a class at first –> answer Q’s
Tour the school –> Talk while walking
Rules for school & school routine
LA 2 Unit 1 Day 1
Copy down agenda & do bellringer activity (add agendas to wordpress)
Create name tags (add to Literacy and Newcomers also)
Bean bag toss icebreaker
Show them concept map about me – have them create their own about themselves (create mine)
Get writing sample (pick out topic)
Rules & procedures
Preview of things to come – will be starting w/ poetry unit – goal is to make you fall in love with poetry and get to know more about each other
****ADD TO NEWCOMERS –> HAVE THEM TELL ME DAY AND MONTH AND WRITE IT OUT EVERY DAY!****
Copy down agenda & do bellringer activity
Think pair share (give them T-chart – one side verbal and one side non verbal; ex: hand up (nonverbal) “Stop!” (verbal) or smile (nonverbal) “I’m happy” (verbal) have them do 3 on their own
Charades (students have to act out situation and class guesses what is happening)
Reflection – what we learn about today?
Agenda & bellringer
video on symbols (in discoveryeducation)
have students come up with list of 5 symbols from the school, home, and/or community
share with class
have students look at picture from T8 (print out image in library)
in pairs have them identify the symbols and guess what they mean – go over answers as class
have them create their own similar pictures using construction paper and magazine clippings – must contain at least 3 symbols – must explain what the symbols are and what they mean on the back
what did we learn today?
I went to shopping.
Instructor: (after writing it on the board) Is this a good sentence?
I: Why? What’s the problem?
I: Good. What’s the correct sentence?
S: I went shopping.
I: That’s right. Why do we say “went shopping” and not “went to shopping”?
S: Shopping is not a place. We use “to” for places.
I: For example?
S: I went to Tokyo.
I: Good. So, shopping isn’t a place. It is an activity. What are some other activities ending with -ing?
I: Right. Give an example sentence.
S: I went dancing.
I: What did you learn today?
S: The present perfect.
I: Good. How did you use it?
S: We talked about traveling experiences.
I: We learned a question pattern today. What was it?
S: “Have you (verb)?”
I: Good. Can you give me some examples?
S: Have you eaten sushi?
I: Good. Ask (student’s name).
S1: Have you eaten sushi?
S2: Yes, I have. I have eaten sushi.
Here are some homework ideas for a lesson on the simple past:
What did you do yesterday? What didn’t you do? Write five answers for each.
Write example sentences for the verbs introduced in the lesson.
Write a story about last weekend.
Listen to the textbook’s CD until you can understand 90% (for listening).
Do the worksheet.
Write a diary. Talk about what you did each day.
Unit 1 – Success
1) How do text features help readers comprehend text? -> read text and answer Q’s/complete activities -> identify and label text features within various genres and subgenres -> insert text features into text -> answer comprehension Q’s using text features
2) Implementing reading strategies before/during/after
3) Annotating text while reading
4) Questioning after reading
5) How has thinking evolved before -> after text
6) Determine meaning of unknown words (connotation & denotaion clues)
7) How to verify understanding of unknown words
8) Clues embedded in text to indicate sequence
9) Reading independently – > book project/review
10) Increase comprehension and fluency -> timed reading passages
14) Oral reading