ELD Topic: Weather 2
Written By Tony Swan
Express
Action
and
Time Relationships
Overarching Function:
Level:
B-EI
Function(s): 5.16 Describe routine (ongoing) events
Daily
Objective
Language Patterns “Mortar”
See ELD Matrix and Tab 3 Function Tools
Students will be able
to use (topic
vocabulary or
pattern in order to
(language use).
Patterns
for
Prompts
Patterns
for
Respons
es
Topic Specific
Vocabulary
“Bricks” (1.261.28)
Materials
Plus, Routines
for Teaching
and Practicing
(Tab 4)
Day One
Day Two
Day Four
6-12
Day Five
What? Today you will
Why? So you can
What? Today you will
Why? So you can
What? Today you will
Why? So you can
What? Today you will
Why? So you can
What? Today you will
Why? So you can
What is the weather like?
Is it hot? Is it cold?
What is the temperature
outside?
What season/time of the
year is it?
What is the weather like?
Is it hot? Is it cold?
What is the temperature
outside?
What season/time of the year
is it?
What was the weather like
(yesterday, this morning, this
afternoon)?
What will the weather be like
(at school tomorrow,
tomorrow, tomorrow
morning, afternoon,
evening)?
All previously taught
prompts.
It is ________.
It is not ________.
There is ______.
There is no______.
It is ______ degrees.
It is _______ today.
It is not_____ today.
There is (no) _______ today.
It was a ____ and ___ day.
It was a ____ and ___ day.
It was ____this morning.
Yesterday, it was a ____ day.
The weather here at school
will be ____.
The weather will be_____
tomorrow.
It will be (idiom) tomorrow!
All previously taught
responses.
sun/sunny, rain/rainy, rains,
clouds/cloudy, snow, snows,
summer, winter, spring, fall,
degrees, cold/hot, warm/cool,
wet/dry, wind/windy, cloudy,
fog/foggy, ice/icy, high/low.
Present tense verb
Previous vocabulary plus
present progressive such as:
snowing, raining, drizzling,
cooling off, and warming up,
above/below. breeze/breezy,
clear, moon, stars/starry,
dark/light, weather forecast
Present progressive tense
verb in the affirmative and
negative form.
Weather vocabulary cards,
Sentence Construction
Chart (4.24) paper, pens,
colored pencils, graphic
organizers.
Previous vocabulary plus:
sunshine, partly sunny/partly
cloudy, mist/misty, dew,
overcast, storm, stormy,
smog/smoggy, humid,
tornado, hurricane, lightning.
Past tense
Adjectives
Adverbs of Time
Previous vocabulary plus:
showers, flurries, hail, sleet,
black ice, floods/flooding,
thunderstorms, lightning
Idiomatic expressions: like
an oven, like a refrigerator,
raining cats and dogs
Simple future tense
All previously taught
vocabulary.
Weather vocabulary cards,
game cards, graphic
organizers, Sentence
Construction Chart (4.24).
Weather vocabulary cards,
Sentence Construction
Chart (4.24), paper, pencils,
Pictorial Input Chart (4.13).
Video cassette and VCR or
computer images of weather
forecast recording slips, cut
outs of weather symbols,
pencils.
Illustrated Word Bank
(4.8) of weather
vocabulary, vocabulary cards with
picture and visual banner,
Graphic Organizer (4.5) template.
Language Application/Assessment Task(Week Goal): Students will
U3 B-EI W2
Day Three
Grade(s):
Opening: Bring to Life
& State Objective
3 -7 minutes
What? Today you will
Why? So you can
Day One
Make a list of as many words
you can think of to describe
the weather, and add to a
whole class word bank.
What? Today you will
Why? So you can
Day Two
Using Echo/Repeat (4.32)
with the whole class, use the
vocabulary words in the
word bank and the sentence
frames from yesterday, in
order to have students make
a list of weather words.
Then, with a partner,
Generate more weather
related words. I will chart
new words.
What? Today you will
Why? So you can
Day Three
Using Talking Stick (4.36),
have the students each say a
statement about the weather,
“It is a ___ day.” “ It is not a
_______ day.”
Using Echo/Repeat (4.32)
teach new vocabulary
U3 B-EI W2
I Do It
Model New Language
5 -7 minutes
I/We Do It
Model and Monitor Practice
8-12 minutes
You Do It:
Structured Independent
Practice 10 – 15 minutes
Wrap-Up & Reflection
3 - 5 minutes
With the aid of the
Illustrated Word Bank (4.8) we created
at the beginning of class, and along with
simple Sentence Stems (4.22) of the
verb “to be” in the present tense in both
the affirmative and negative form, I’ll
ask aloud the question, “What is the
weather like?” Next, I will answer with,
“It is sunny.” “It is not raining.”etc.
Students will repeat. I will pick other
words, and say them aloud, and have
students repeat them using
the sentence frame
Using Echo/Repeat (4.32), I will ask,
“What is the weather like today?” I will
say, “It is sunny.” “What is the weather
like today?” “It is raining”. Then, in
pairs, students will work together
to ask each other the same question, but
answer with different weather
conditions based on the weather
vocabulary we learned at the beginning
of class. Next, students will generate
oral and written phrases, as I check for
understanding among student pairs, and
add new vocabulary words to the word
bank.
Have students create a Graphic
Organizer (4.5) of five weather
conditions and write five sentences
about the weather using sentence
frames, as practiced during the lesson. I
will model how to make a graphic
organizer. Then, I will write and say a
word that describes the weather. Next, I
will draw a corresponding weather
visual for the weather vocabulary word
I just said. I will post my sample
graphic organizer in the front of the
room.
Students will orally generate
their own response as they
respond to a question
describing the weather that I
ask them.
“Yesterday, we started talking about the
weather, and all the different types of
weather that can happen. Today, we are
going to continue to describe what the
weather is like. Also, we are going to
describe what the weather is not like”.
Using a Sentence Construction Chart
(4.24) of how to write positive and
negative present progressive verbs. I’ll
ask aloud the question, “What is the
weather like?”, and say, “It is not _____
today.” Students will practice this new
sentence pattern orally and in
writing. I will continue to teach students
vocabulary related to weather through
the use of picture cards with visuals of
different weather conditions. I’ll ask
aloud the question, “What is the
weather like?” Next, I will answer with,
“It is clear.”, etc.
Using Give One, Get One
(4.44), along with the
graphic organizers that they
created yesterday, students
will continue asking each
other in groups of four,
“What is the weather like
today?” and answering with
the two sentence frames they
have learned, along with the
various weather condition
vocabulary they have
learned. Students will write
down the oral responses of
the other members of their
group.
Using My Turn, Your Turn
(4.33), have students write
five affirmative sentences
about the weather, and five
negative sentences using
sentence frames as practiced
during the lesson. Have
individual students respond
orally to my questions about
their graphic organizer as I
check for understanding.
Students will orally generate
one affirmative and one
negative statement describing
the weather.
“Now that we know how to
describe the weather, today
we are going to learn how to
describe what the weather
was like yesterday.”
Using a Sentence
Construction Chart (4.24) of
how to write descriptive
statements about the weather
in the past tense, I’ll ask the
question, “What was the
weather like yesterday?”
Next, I will answer with, “It
was cloudy.” Students will
practice this new sentence
pattern orally and in writing.
Using a set of cards with
different weather conditions
on them, I will pass one card
out to each student. Then, I
will ask each student, “What
was the weather like
yesterday?” Each student
must tell me what the
weather was like yesterday,
according to the weather
condition shown on the card
that they were given.
With this same set of cards,
have students in groups of
four play a Card Game
(4.39), in which they
describe what the weather
was like yesterday, using the
simple past tense, as I check
for understanding.
Students will tell me orally a
sentence describing the
weather using the past tense.
What? Today you will
Why? So you can
Using Choral Response(4.32), students
will practice the simple future tense, in
order to answer the question, “What
will the weather be like tomorrow?”
Students will be able to write and say,
“It will be___ tomorrow.” “Now that
we know how to describe the weather
today, yesterday and tomorrow, let’s
learn three common sentences the
weather forecaster can say when he/she
wants to describe how hot the weather
is, how cold the weather is, or how
much rain there is.” Using Echo/Repeat
(4.32), along with a Pictorial Input
Chart (4.13) of the following three
simple idiomatic expressions:
“It is like an oven outside!” “It is like a
refrigerator outside!” and “It is raining
cats and dogs outside!” along with their
literal meaning related to the weather.
Students will be able to practice each
phrase orally and in writing.
Using Think Pair Share
(4.41), students will practice
the simple future tense, and
one of the three simple
idiomatic expressions related
to the weather in order to
answer the question, “What
will the weather be like
tomorrow?” and to be able to
write and say, “It will be___
tomorrow.” I will check for
understanding, monitor
student responses with the
new language patterns, and
verify the inclusion of simple
idiomatic expressions related
to the weather during this
part of the lesson.
Students will generate a
sentence describing the
weather using the future
tense and one idiomatic
expression related to the
weather.
“Now that we know how to
describe the weather for
today, yesterday and
tomorrow, we are all going
to give the weather forecast
for three days.”
I will ask, “What is the
weather like?” “Today it is
sunny.” (I will hold up a
picture of the sun). I will say,
“Yesterday it was raining.” (I
will hold up the picture of
rain drops). Lastly, I will say,
“Tomorrow it will be partly
cloudy. (I will hold up a
picture of the sun behind a
cloud).
I will also model how to
write down information from
a dictation of the weather
forecast that we will watch
on the T.V.
I will pass out the weather forecast
slips, and play the second week of the
weather forecast. Then, I will have
students write down on the weather
forecast slips what the weather will be
like for any three days of the week, as
they watch it on the T.V. Students will
use Give One, Get One (4.44), as they
write down the weather forecast for the
other four days based on the students
asking each other, and responding to the
questions, “What will the weather be
like?” “What was the weather like?”
and “What is the weather like?” and
writing down this new information on
their own weather forecast slips. After
this, I will play the second week’s
weather forecast again for clarification,
and to check comprehension. (If you are
not able to watch a video of the week’s
weather forecast, walk the students
through the on-line weather site you are
using.)
Using My Turn, Your Turn
(4.33), students will work
with a partner while they
practice giving the weather
forecast for today, yesterday
and tomorrow with the
corresponding weather
symbols. Their partner will
write down the information
that the student speaking first
says. Then, the students will
switch roles. The student
who wrote first, will now
practice giving the weather
forecast for today, yesterday
and tomorrow. The student
who spoke first, will now
write down the information
that second student says.
Using Talking Stick (4.36),
students will tell me their
own original weather
forecast for today, yesterday
and tomorrow. Also, students
will write down their weather
forecast for today, yesterday
and tomorrow as their Ticket
Out The Door.
Day Four
Using Lines of
Communication (4.46), I
will have students review
asking and answering the
question, “What was the
weather like yesterday?”
Using Echo/Repeat (4.32), I
will have students practice
new vocabulary
“Yesterday, we learned how
to describe what the weather
was like. Today we are going
to learn how to describe what
the weather will be like
tomorrow.”
Using a Sentence
Construction Chart (4.24)
of how to write sentences in
the simple future tense, I will
ask, “What will the weather
be like tomorrow?” “It will
be partly cloudy tomorrow.”
Students will continue to
generate responses orally and
in writing.
What? Today you will
Why? So you can
Day Five
Have students watch a video
of the week’s weather
forecast. (Another option is
to find an on-line weather
site and look at a two-week
forecast for your area.
Provide students with a
“brief” weather report for
each day.
U3 B-EI W2
U3 B-EI W2