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EAL B10L: Unit 2: Elements or Time and Place

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.

Key Vocabulary Supplementary Materials


Week, day, today, tomorrow, Vocabulary Cards: Days of the Week;
yesterday, weekday, weekend, Student Survey; Results Worksheet;
month, year, January - December, Days of the Week Pie Chart
Sunday - Saturday, Vocabulary Cards: Months of the year;
Months of the Year Worksheet; A
Month/Calendar Template

SIOP Features

Preparation Scaffolding Grouping


___ Adaptation of ___ Modeling Options
Content ___ Guided Practice ___ Whole Class
__X_ Links to ___ Independent ___ Small
Background Practice Groups
___ Links to Past ___ Comprehensible ___ Partners
Learning Input ___ Independent
___ Strategies
incorporated
Integration of Processes Application Assessment
___ Reading _X__ Hands-on ___ Individual
___ Writing _X__ Meaningful ___ Group
___ Speaking _X__ Linked to ___ Written
___ Listening objectives ___ Oral
_X__ Promotes
Engagement

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).

1. Have students fill in the 'pie' with the days of the


week in order. Next, have them put in their weekly schedule on
this chart (e.g. on Monday we go back to school; on Tuesday I
go to work; on Wednesday I take care of my younger sibling)
Months:
1. Use the "Vocabulary Cards - Related Concepts" and
read each card. Use today, tomorrow, and yesterday in a real-
life example (with today's date); have students tell one to a
partner.
2. Start with "Vocabulary Cards - Months of the Year".
Read month and year. Write "month", "year", "day" and "week"
on the board. Make connections to each:
There are 7 days in a week.
There are 4 weeks in a month.
There are 12 months in a year.
If appropriate:
1 There are 52 weeks in a year.
2 There are 365 days in a year.
1 Go through the months on the vocabulary cards; briefly
mentioning the symbols for each month (Do not go into great
depth as the class will be learning holidays, etc. at a later time).
2 Have students write the months of the year on the "Months of
the Year" worksheet. In the boxes have them write

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.

Key Vocabulary Supplementary Materials


(Everyday activities)
Hour hand; minute hand; "Every Day"
analogue clock; digital "Yesterday"
clock; second; minute;
hour; o'clock; If available, support lesson with an
analogue clock.
(Note: quarter to/from will
be developed further
tomorrow)

SIOP Features:

Preparation Scaffolding Grouping


___ Adaptation of _X__ Modeling Options
Content _X__ Guided Practice ___ Whole Class
_X__ Links to Background ___ Independent _X__ Small
_X__ Links to Past Practice Groups
Learning ___ Comprehensible _X__ Partners
_X__ Strategies Input ___ Independent
incorporated
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on ___ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to ___ Written
_X__ Listening objectives _X__ Oral
_X__ Promotes
Engagement
Lesson Sequence:

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).

2.3 Time: Yesterday (Irregular Verbs)


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 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.

Key Vocabulary Supplementary Materials

"Yesterday- Irregular Verbs"

If available, support lesson with an


analogue clock.

SIOP Features:

Preparation Scaffolding Grouping


___ Adaptation of _X__ Modeling Options
Content _X__ Guided Practice ___ Whole Class
_X__ Links to Background ___ Independent _X__ Small
_X__ Links to Past Practice Groups
Learning ___ Comprehensible _X__ Partners
_X__ Strategies Input ___ Independent
incorporated
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on ___ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to ___ Written
_X__ Listening objectives _X__ Oral
_X__ Promotes
Engagement

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).

2.4 Time: Tomorrow


Content Objectives:
Students will tell time on digital and analogue clocks.
Students will ask "what" and "when" questions.
Students will note times with activities in a daily schedule.
Students will review document the relation of different forms of time
(e.g. how many minutes in an hour; weeks in a year, etc.)

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.

Key Vocabulary Supplementary


Materials
wristwatch; strap or band; timepiece; noon;
midnight "Telling Time
Vocabulary"

SIOP Features

Preparation Scaffolding Grouping


___ Adaptation of _X__ Modeling Options
Content _X__ Guided Practice ___ Whole Class
_X__ Links to ___ Independent _X_ Small
Background Practice Groups
_X__ Links to Past _X__ Comprehensible ___ Partners
Learning Input _X_
_X__ Strategies Independent
incorporated
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on ___ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to _X__ Written
_X__ Listening objectives _X__ Oral
_X_ Promotes
Engagement

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

1. Do "Worksheet 1: Pair Practice


Questions" under "Calendar Questions" (Should be
mostly review from lesson 1.1).
2. Go over answers
3. If time allows, discuss "quarter to"
and "quarter after" do "Extra Practice 1 and 2"

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.

Key Vocabulary Supplementary


Materials
Holidays:
Friends, gift/present, ceremony, tradition, April Fools' Day, White Binder
Boxing Day, Calgary Stampede, Canada Day, Caribana Resources:
Festival, Carnaval de Quebec, Chinese New Year, Christmas
Vocabulary
Eve, Christmas Day, Civic Holiday, Diwaii, Easter, Father's Day,
Halloween, Kwanzaa, Folklorama, Halloween, Hanukkah, Cards: Holidays
Labour Day, Mardi Gras, May Day, Mother's Day, National and Celebrations
Aboriginal Day, National Flag Day, New Year's Day, New Year's My Favourite
Eve, Passover, Ramadan, Remembrance Day, Rosh Hashanah, Celebrations
Saint-Jean Batiste Day, St. Patrick's Day, Thanksgiving, Toonik Chart
Tyme, Ukrainian Christmas, Ukrainisn New Year, Valentine's
Day, Victoria Day, Yom Kippur,
Celebrations
Information
Annual
Celebrations

Month Outlines (Jan-


Dec)

SIOP Features

Preparation Scaffolding Grouping


___ Adaptation of _X__ Modeling Options
Content ___ Guided Practice _X__ Whole
_X__ Links to _X_ Independent Class
Background Practice ___ Small
___ Links to Past _X__ Comprehensible Groups
Learning Input _X__ Partners
___ Strategies _X__
incorporated Independent
Integration of Processes Application Assessment
_X__ Reading _X_ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X_ Linked to objectives _X__ Written
_X__ Listening _X__ Promotes ___ Oral
Engagement

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.

Key Vocabulary Supplementary Materials

weather, climate, cloudy, cold, hot, "Vocabulary Cards - Weather


lightning, partly cloudy, rain(ing), Terms"; "Weather Vocabulary"
snow(ing), storm, sunny, thunder, Worksheet; "Sun and Rain"
windy, ice, frost, blizzard, fog Package; "Matching Exercise";
"Weather Vocabulary" Matching
Thermometer, degree, List; "Weather Vocabulary
temperature, seasons, predict, Dictation: Circle the word you
snowflakes, air conditioner, hear".
humidity
Forecast, highs, lows, 7-day trend Weather Forecast (The Weather
Network, etc.)

SIOP Features

Preparation Scaffolding Grouping


___ Adaptation of _X__ Modeling Options
Content _X__ Guided Practice _X__ Whole
___ Links to Background _X__ Independent Class
_X__ Links to Past Practice ___ Small
Learning _X_ Comprehensible Groups
___ Strategies Input _X__ Partners
incorporated __X_
Independent
Integration of Processes Application Assessment
_X__ Reading ___ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful ___ Group
_(X)__ Speaking _X__ Linked to ___ Written
_X__ Listening objectives ___ Oral
___ Promotes
Engagement

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

Key Vocabulary Supplementary Materials

Spring: Images of the four seasons.


Birds, breezy, cloudy, Easter,
flowers, garden, lawn mower, Vocabulary Sheets
puddles, rain, rainbow,
raincoat, spring break, "Changes Through the
umbrella, warm, green, Seasons"

Winter: Large Vocabulary picture of


Gloves, snowflakes, icicles, each season.
Christmas, slip, boots, scarf,
coat, snowmen, freezing, Matching Worksheets
snowstorm, earmuffs, skiing,
skating, shovel, frost, salt, Seasonal Activities (There is
hot chocolate, cold, New only a select number of
Year's, images -- this resource is
not all-encompassing; you
Summer: may need additional
Hot, sandcastle, shovel and resources or to google
pail, shorts, swimsuit, search images of other
sandals/flip flops, vacation, activities that students
outdoors, sports, camping, mention).
sun, suntan,

Autumn/Fall:
Windy, leaves, rake, harvest,
pumpkin, sweater, pants,
turkey, Thanksgiving,
Halloween.

Adverbs of frequency: always,


often, sometimes, seldom,
rarely, never

SIOP Features

Preparation Scaffolding Grouping


___ Adaptation of ___ Modeling Options
Content ___ Guided Practice ___ Whole Class
___ Links to Background ___ Independent ___ Small
___ Links to Past Practice Groups
Learning ___ Comprehensible ___ Partners
___ Strategies Input ___ Independent
incorporated
Integration of Processes Application Assessment
___ Reading ___ Hands-on ___ Individual
___ Writing ___ Meaningful ___ Group
___ Speaking ___ Linked to ___ Written
___ Listening objectives ___ Oral
___ Promotes
Engagement

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.

Key Vocabulary Supplementary


country, province, city, town Materials
Directions: north, east, south, west (northeast, northwest,
southeast, southwest) PowerPoint: Address
Google Maps and
Road, street, avenue, boulevard, drive, apartment, projector
live, postal codes, province code (AB, BC, MA, NB, NS, NF, NT,
PE, QC, SK, YN), house, mailbox, package, postcard, return Worksheets:
address, stamp, apartment, envelope, to carry, to mail, to sign, Lesson 4: Addresses
to open. (5 pages)
Where Do you Live?
(12 pages)

SIOP Features

Preparation Scaffolding Grouping


_X__ Adaptation of _X__ Modeling Options
Content _X__ Guided Practice _X__ Whole
_X__ Links to Background __X_ Independent Class
___ Links to Past Practice ___ Small
Learning _X__ Comprehensible Groups
_X__ Strategies Input ___ Partners
incorporated ___ Independent
Integration of Processes Application Assessment
_X__ Reading ___ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to _X__ Written
_X__ Listening objectives _X__ Oral
_X__ Promotes
Engagement

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:

2.9 Time Zones


Content Objectives:
-Show the relationship between distance and the times of day.
-Analyze and visualize time zones.
Language Objectives:
Read questions and record answers based off of a diagram.
Discuss time zones of our home countries.

Key Supplementary Materials


Vocabulary
Projector
Time Zone Images (Projected or
printed)
Time zone Worksheets (3 pages)
Optional: manual clock or "Clock" App
on iPad/iPhone

SIOP Features

Preparation Scaffolding Grouping


___ Adaptation of _X__ Modeling Options
Content _X__ Guided _X__ Whole
_X__ Links to Practice Class
Background _X__ Independent ___ Small
___ Links to Past Practice Groups
Learning _X__ _X__ Partners
___ Strategies Comprehensible _X__
incorporated Input Independent
Integration of Application Assessment
Processes _X__ Hands-on _X__
_X__ Reading __X_ Meaningful Individual
_X__ Writing _X__ Linked to ___ Group
_X__ Speaking objectives _X__ Written
_X__ Listening _X__ Promotes _X__ Oral
Engagement

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:

2.10 Travel / Modes of Transportation


Content Objectives:
Identify and list different modes of transportation.
Rank types of transportation.
Language Objectives:
Read about different types of transportation.
Fill-in a chart of nouns, verbs, and prepositions.

Key Vocabulary Supplement


ary Materials
car, train, airplane, truck, van, motorcycle, taxi, bus
boat (speed, cruise), wheels, land, water, "Transportat
bike/bicycle, to drive, to fly, canoe, to paddle/row, fire ion Book"
engine, police car, helicopter, train
"Transportati
on 2"
Resources

SIOP Features

Preparation Scaffolding Grouping


_X__ Adaptation of __X_ Modeling Options
Content _X__ Guided Practice _X__ Whole Class
_X__ Links to _X__ Independent _X__ Small
Background Practice Groups
_X__ Links to Past _X__ Comprehensible _X__ Partners
Learning Input _X__
___ Strategies Independent
incorporated
Integration of Processes Application Assessment
_X__ Reading ___ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to ___ Written
_X__ Listening objectives _X__ Oral
_X__ Promotes
Engagement

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:

Type of Verb Preposition(s Example


Transportation: )
Car Drive -- I drive a car.
Ride in I ride in a car.
Airplane Fly In/on I fly in an airplane.
Bus Take -- I take the bus.
Ride On I ride on a bus.
Taxi Take I take a taxi.
Boat In I am in a boat.
Motorcycle Ride On I ride on a
motorcycle.
Bike / bicycle Take/ride On I ride on my bike.
2.11 Currency
Content Objectives:
Analyze Canadian money.
Show relationships of money value/amount, name, picture, and
animal/item on the face of the coin.
Add the values of coins.
Language Objectives:
Say the value and name of coins.
Fill-in-chart of coin values and names.

Key Vocabulary Supplementary Materials


Optional: range of coins and
dollar, cent, coin, metal, bill, paper, bills
cheques, debit card, credit card, maple
leaf, penny, sail-boat, dime, beaver, Worksheets:
nickel, caribou, quarter, loon, loonie, Currency Vocabulary- Canadian
polar bear, toonie, money

SIOP Features

Preparation Scaffolding Grouping


_X__ Adaptation of ___ Modeling Options
Content _X__ Guided Practice _X__ Whole
_X__ Links to _X__ Independent Class
Background Practice ___ Small
___ Links to Past _X__ Comprehensible Groups
Learning Input _X__ Partners
___ Strategies _X__
incorporated Independent
Integration of Processes Application Assessment
_X__ Reading ___ Hands-on ___ Individual
_X__ Writing ___ Meaningful ___ Group
_X__ Speaking ___ Linked to objectives ___ Written
_X__ Listening ___ Promotes ___ Oral
Engagement

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.

2. Continue onto "Currency 3"


worksheets.

3. Have students try to answer "Quiz:


Money" as formative assessment or as an exit slip.
They will come back to this at the end of the lesson
to see what more they have learnt and what answers
were correct.

4. Continue on with worksheets

(some are more advanced; differentiate for different


students; Do selected activities given appropriate
amount of class time; An activity may be assigned for
homework)

(Note: the last sheets deal with American dollars but


you may want to use the charts as a good graphic
organizer reference and sentence structures that can
be written on the board and do in pairs).

1. Use the sentence structures on page


39 -- write them on the board and have students
work in pairs to say them out loud. Have them come
up with their own examples.

2. Re-do or correct "Quiz: Money".


Reflections:
Many great connections to real life. Choose activities/available worksheets based
on student ability and amount of time available.

Assessment:

Use chart on page 17 as an exit-slip, an entrance-slip for tomorrow's lesson,


and/or as summative assessment at a later time.

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.

Key Vocabulary Supplement


Note: there are more stores listed in the worksheets; ary
only the most prevalent are listed here as they should Materials
be focused on. Advanced students may be able to learn
other vocabulary words as well. Places
Around
bank, bakery, book store, bus station, clinic (doctor's Town PDF
office) clothing store, coffee shop, convenience store, (optional)
department store, drug store/pharmacy, eye-care
center/optician, fast-food restaurant, flower-shop/florist, Google
gas station, grocery store, hair salon, hospital, hotel, ice Images and
cream shop, laundromat, library, motel, movie theatre, Projector.
music store, nail salon, park, pet shop, pizza shop,
postal/post office, restaurant, school, shopping mall,
supermarket,
dentist's office, church, police station, city/town hall,

SIOP Features

Preparation Scaffolding Grouping


_X__ Adaptation of _X_ Modeling Options
Content _X__ Guided Practice _X__ Whole
_X__ Links to _X__ Independent Class
Background Practice ___ Small
___ Links to Past _X__ Comprehensible Groups
Learning Input _X__ Partners
___ Strategies _X__
incorporated Independent
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to ___ Written
__X_ Listening objectives _X__ Oral
_X__ Promotes
Engagement

Lesson Sequence:

Time: Activity:

Use PDF "Places Around Town" or google


images/maps to find images and local examples of
each place. (Note: open PDF, click "view"--> Rotate
view --> clockwise)

1. Google search "Downtown [city]"


show images of your city and label it "Downtown".
Use google maps to show a route from the school to
downtown. Ask students "What can we see
downtown?" (You may want to make a KWL chart on
the board -- if so, continue by asking "What else is
down town?" and "What are other places around
[city]?").
2. Have students write down in their
notes each new vocabulary word, a translation, and
have students observe the pictures to determine
what people do there and then write it down.
3. After writing a group of vocabulary
words, stop and use sentence frames to practice
using the new vocabulary:
A. Where are you going?
B. I'm going to the bakery.

1. Are you going to the bank?


2. No. I'm going to the post office.

1. Where did you go?


2. I went to the convenience store.

1. Which of these places are in your


neighborhood?
2. In my neighborhood, there's a/an
_________.

1. Hi! How are you today?


2. Fine. Where are you going?
1. To the department store. How
about you?
2. I'm going to the pharmacy.

1. I'm going to the hair salon.


2. Ok, see you later.
(A: Bye)

1. Did you go to the grocery store


today?
2. No, I went to a/the fast-food
restaurant.

1. Where's the hardware store?


2. It's right over there.

1. Excuse me. Where's the hospital?


2. It's around the corner
(A: Thank you.)

1. Excuse me. Is this the way to the


movie theater?
2. Yes, it is.
(A: Thanks.)

1. Is there a park nearby?


2. Yes. There's a park around the
corner.

1. Excise me. Is there a pet shop near


here?
2. Yes, there is. There's a pet store
right over there.
(A: Thanks.)

1. Oh no! I can't find my wallet/purse!


2. Did you leave it at the restaurant?
1. Maybe I did.

1. Ask students to make a 5-10 line


skit, using the sentence frames and adding line to
build a scenario.

1. Pages 10-12 of PDF are connected


to transportation. You may use these as a review and
to connect the new sentence frames to past learning.

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

Directions: north, east, south, west Places in Canada and


(northeast, northwest, southeast, southwest) our Home Countries
(PowerPoint)
right, left, in, out, on, under, up, down,
beside, between, forward, backward, across, Detecting Directions
around, ahead, behind, Worksheets

SIOP Features

Preparation Scaffolding Grouping


_X__ Adaptation of _X__ Modeling Options
Content _X__ Guided Practice _X__ Whole Class
_X__ Links to _X__ Independent _X__ Small
Background Practice Groups
__X_ Links to Past _X__ Comprehensible ___ Partners
Learning Input _X__
___ Strategies Independent
incorporated
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on ___ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to ___ Written
_x__ Listening objectives ___ Oral
_X__ Promotes
Engagement

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.

Addition 1. In groups, create a classroom map


al and have students create a scavenger hunt by writing
Optional down directions.
Activitie 2. Review School Map and have them
s: write out directions to go to different locations (from
(You may the front of the school, from the classroom, etc.)
give 3. Create a scavenger hunt in the
students school using directions.
an 4. Google Maps: Discuss Technology
option, or and use it to create a route to something local.
choose 5. Have students write (or look up) their
one for directions to school (by walking, car, and/or bus).
the class)

Reflections:
Many options, choice of omitting activities based off of student level, time
available, and resources available (e.g. projector, etc.).
Assessment:

2.14 Countries and Cities


Content Objectives:
Apply directions to places around town.
Apply directions to countries.
Classify and show relationships of towns, cities, etc.
Language Objectives:
Tell directions to a partner.
Write a story about a city, province, or country.
Sentence structures:
How can I get to _____?
____ is _____ of _____.
Go ____, turn _____.

Key Vocabulary Supplementary Materials

[same as "Places" lesson Places in Canada and our


and "Directions" lesson] Home Countries (PowerPoint)

SIOP Features

Preparation Scaffolding Grouping


__X_ Adaptation of _X__ Modeling Options
Content _X__ Guided _X__ Whole
__X_ Links to Practice Class
Background _X__ Independent ___ Small
__X_ Links to Past Practice Groups
Learning _X__ _X__ Partners
___ Strategies Comprehensible _X__
incorporated Input Independent
Integration of Application Assessment
Processes _X__ Hands-on ___ Individual
_X__ Reading _X__ Meaningful ___ Group
_X__ Writing _X__ Linked to ___ Written
_X__ Speaking objectives _X__ Oral
_X__ Listening _X__ Promotes
Engagement

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).

1. Use the north, east, west, and south


directions to compare . Model and allow individual
practice.

1. Using the PowerPoint "The Places in


Canada and our Home Countries", have students, as
a whole group, use the north, east, west, and south
directions to compare different towns (using slide
13/29) and different countries. (using slide 30). Make
sure to include students' home countries. (outline is
available in 2.13: Directions, page 15).
2. Have students pick places on the
World Map to copy on their sheet. (given in 2.13:
Directions; i.e. a blank world map). Then have them
work in pairs using directions. Have them write out 5-
10 sentences of the directions that they found.
3. Optional Activity: Play an "I Spy"
game. Can be played in pairs or as a whole class. Pick
one option:
1. I spy a country that is ____ of
_____.
2. I see Jose's country--Mexico. It
is west of Kim's country--Vietnam.

Reflections:

Assessment:

2.15 Transportation Revisited


Optional Lesson; use to reinforce driver's education vocabulary and
prepare students to take the course. (e.g. use class enrollment forms from
the office, show where driver times are posted, meet and greet with the driver
instructor, etc.)
Content Objectives:
Apply directions to driving and other modes of transportation.
Language Objectives:
Repeat sentences using a rise in tone, in order to form a question.
(Intonation).
Perform a driving skit using directions and signs.

Key Vocabulary Supplementary


Materials
[choose vocab from below--may omit subway
and train vocabulary]

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

Preparation Scaffolding Grouping


_X__ Adaptation of _X__ Modeling Options
Content _X__ Guided Practice _X__ Whole
_X__ Links to _X__ Independent Class
Background Practice ___ Small
_X__ Links to Past _X__ Comprehensible Groups
Learning Input _X__ Partners
___ Strategies _X__
incorporated Independent
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on ___ Individual
_X__ Writing _X__ Meaningful _X__ Group
_X__ Speaking _X__ Linked to ___ Written
_X__ Listening objectives _X__ Oral
_X__ Promotes
Engagement

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. I can't talk right now. I'm getting on


a train.
2. You're getting on a train?
1. Yes. I'll call you later.

1. Turn left after the school.


2. Turn left?
1. Yes.
1. Look at traffic signs and directions
(page 228). Explain what they mean by acting them
out by pretending to be in a car. (Optional: have
students "drive" around the class; if so, print out
signs and tape on walls).
2. Practice dialogue with a partner (can
be used in skit):
A. Careful! That sign says "stop"!
B. Oh. Thanks.

1. Which way should I go?


2. Go north.

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.

Bus Train Subway Taxi



Bus stop Train station Subway Taxi stand
station
Bus route Ticket window Taxi/cab
Subway
Passenger Arrival and token Meter
departure
Bus fare board Turnstile Cab
driver/taxi
Transfer Information booth Fare card driver

Bus driver Schedule/timetabl Fare card
e machine
Bus station
Platform
Ticket counter
Track
Ticket
Conductor
Baggage
compartm
ent

Check-In Security The Gate Baggage Customs and


Claim Immigration

Ticket Security Check-in Baggage Customs
checkpoin counter claim
Ticket counter t (area) Customs officer
Boarding
Ticket agent Metal pass Baggage Customs
detector declaration
Suitcase Gate Luggage form
Security carrier
Arrival and
officer Boarding Immigration
departure area Garment bag
monitor X-ray Immigration
machine Baggage officer
claim
Carry-on bag check Passport

Visa

Reflections:
Assessment:
Group skit (step 7).

2.16 Global Weather


Content Objectives:
Analyze why there are seasons.
Analyze the water cycle.
Language Objectives:
Read vocabulary words.
Label pictures.

Key Vocabulary Supplementar


y Materials
Weather:
Atmosphere, hurricane, rain, tornado, lightning, Weather
sunshine, cloud, wind, evaporation, condensation, fog,
water cycle, hail, weather map, blizzard, sleet, snow, The Sun,
precipitation Earth, and the
Weather: Moon
forecaster, temperature, storms, snow, cloud,
thunder, sleet, rainbow, condensation,

The Sun, Earth, and the Moon:


Orbit, ellipse, revolve, axis, tilt, high tide, low tide,
moon phases

(rotate, seasons, satellite)

SIOP Features

Preparation Scaffolding Grouping


_X__ Adaptation of _X__ Modeling Options
Content ___ Guided Practice _X__ Whole
_X__ Links to _X__ Independent Class
Background Practice ___ Small
___ Links to Past _X__ Comprehensible Groups
Learning Input ___ Partners
___ Strategies ___ Independent
incorporated
Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful ___ Group
_X__ Speaking _X__ Linked to ___ Written
_X__ Listening objectives _X__ Oral
_X__ Promotes
Engagement

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.

Key Vocabulary Supplementary


Materials
Air Pollution/Water: air pollution, water pollution, soil
pollution, chemicals, good ozone, bad ozone, ground-level, There are about
asthma, exhaust, carbon footprint, earth, sun, smog/smoke, 50 pages of hand-
factory, oil tanker, oil spill, acid rain, water source, fertilizer, outs available
litter/garbage, landfill that relate to
"Environment"
Reduce, Reuse, Recycle: reduce, reuse, recycle, recycling
bin/blue box, compost, carpool, plastic, glass Depending on
levels of
Saving Electricity: electricity, gas, light, furnace, heat, students,
thermostat, compact fluorescent lamp (CFL), incandescent light differentiate
bulb, fan, air conditioner, material
appropriately.
Nature: sun, cloud(s), air, sky, stars, moon, tree, flower, weed,
grass, bush, plant, seed(s), water, rain, lake, river, stream, See chart below
pond, waterfall, puddle, snow, soil/dirt, rock, mountain, hill, for general
field, forest, animals, birds, insects, fish, shrub/bush, grass, observances.

Parts of plants: plant, root, stem/stalk, leaf, seed, flower,


petal, pollen, fruit,
Parts of trees: tree, trunk, branch/limb, bark,

Coniferous trees: balsam, cedar, pine, spruce,


Deciduous Trees: (needles, pine cones): ash, aspen, elm,
maple, oak, willow,

Other Plants: bullrush, daffodil, dandelion, grass, tulip, wild


rice, wheat, weed

Natural Habitats: animal, plant, habitat, forest, prairie,


grassland, garden, lake, river, stream, pond, park, sun, air, soil,
arctic, tundra, ocean, swamp, marsh, mountain, desert,
rainforest, jungle, tropical zones, temperate zones, polar zones,

Importance of the Environment: natural environment, land,


water, air, plant, animal,

Climate Zones and Land Biomes: temperate Forest, taiga,


tundra, tropical rainforest, grasslands, desert, deciduous tree,
evergreen tree, moss, lichen, vines, grass, sand, polar zones,
temperate zones, tropical zone

Weather: forecaster, temperature, sunshine, storms, snow,


blizzard, wind, hurricane, cloud, fog, lightning, thunder, tornado,
rain, sleet, rainbow, atmosphere, water cycle, precipitation,
hail, weather map, evaporation, condensation,

SIOP Features

Preparation Scaffolding Grouping


_X__ Adaptation of ___ Modeling Options
Content ___ Guided Practice ___ Whole Class
___ Links to Background ___ Independent ___ Small
___ Links to Past Practice Groups
Learning ___ Comprehensible ___ Partners
___ Strategies Input ___ Independent
incorporated
Integration of Processes Application Assessment
_X__ Reading ___ Hands-on ___ Individual
___ Writing ___ Meaningful ___ Group
___ Speaking ___ Linked to ___ Written
___ Listening objectives ___ Oral
___ Promotes
Engagement

Lesson Sequence:

Time: Activity:

1. Distribute "Nature" vocabulary cards;


read and choral repeat; then have students test each
other using page 7, 8, and 9.
2. Have students make an acrostic with
"NATURE" (one word per letter).
3. In partners, have students interview
each other (see "interview").

1. Continue onto "Environment"


vocabulary cards; read and choral repeat; read pages
3, 4, 9, and 10 together.
2. Do page 13: Conserving Water at
Home in partners or as a class.
3. Have students make an acrostic with
"ENVIRONMENT" (one word per letter).

Have students choose one:


1. Have students pick two climates (or
good environment and bad environment) and create a
venn diagram or a chart, listing vocabulary words in
each section.
2. Have students make a comic strip of
a 5-10 pane story based around the environment and
global changes. Use 10 new vocabulary words within
the dialogue or by labeling.

Reflections:

Assessment:

Beginner High Beginner (omit if necessary)


Nature (Page 1-13; 19-23;) Nature (page 14-18; 24)
Environment (Page 1, 2, 5-8, 11, 12, 14, 15, 17-22, Environment (page 3, 4, 9, 10, 13,
24, 26, 27, 28) 16, 23, 25
Environment 2 "Weather" Environment 2 "Climates and Land
Biomes"
Environment 3
Climate Zones and Land Biomes
Environment 4
Extreme Weather Conditions