Week 1
Unit #3 Odd Weather
Intermediate
Level:
Weekly Planner
Function(s):
Day One
Day Two
Topic Specific Vocabulary
“Bricks”
and / or
Language Patterns “Mortar”
Grammatical Forms “Mortar”
to support the patterns for
prompt / response below
Patterns for
Prompts
Patterns for
Responses
Structured Language
Practice (Tab 4)
 How will students produce
language - at least 50% of
lesson?
 How will you gather evidence
of student learning?
Materials
Plus, Routines for Teaching
and Practicing (Tab 4)
Page 1 of 22
Day Three
Grade(s): 4
Day Four
Day Five
SWBATU adjectives
in order to describe
the weather
SWBATU verb phrases
to describe the weather.
SWBATU past tense,
sensory verbs with
adjectives to describe the
weather patterns
SWBATU verb to
describe weather
patterns.
SWBATU all of the
forms learned
throughout the week to
write a description of
an event about odd
weather.
Cloudy, dark,
sunny,windy, snowy,
foggy, rainy, hot, cold,
It got cloudy, the sky
cleared up, it got dark,
the clouds rolled in, it
got sunny,
Ominous, scary, cold,
frigid, clammy chilly,
toasty, warm, humid,
sticky,
Downpour, hail, snow,
rain, thunder,
All the week’s
vocabulary.
Describe the weather.
Describe the weather.
Describe the weather.
Describe the weather.
Describe the weather.
First it was
(adjective).
First it was adjective.
All of a sudden (verb
phrase).
First it was adjective.
All of a sudden (verb
phrase) and it
felt/looked (adjective).
First it was adjective.
All of a sudden (verb
phrase) and it
felt/looked (adjective).
It started to (present
tense verb).
First it was sunny. All
of a sudden it got dark
and it felt clammy. It
started to downpour.
Students will get a partner,
set of picture cards, and as
they turn cards over, use
the pattern above to answer
the question above.
Students will use 3-4
talking chips/sticks to
share their sentences.
(Turn them from red to
white after they share a
sentence.)
A/B partners. A
partner asks above
question and shows
their picture card and B
partner answers using
above pattern.
Using lines of
communication,
students will use the
sentence pattern. Line
A has a picture card
and asks prompt. Line
B answers.
Students will write a
description of an odd
weather event in their
ELD journal.
Weather picture cards
Talking chips
Weather picture cards
Weather picture cards
journal
Daily Objective
Students will be able to
use (topic vocabulary or
pattern)___ in order to
____(language use)___.
6.10 Describe Physical
Characteristics
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Week 1
Unit #3 Odd Weather
I Do It
Model New Language
I/We Do It
Model and Monitor Practice
You Do It:
Structured Independent Practice
3 - 6 minutes
5 -7 minutes
8-12 minutes
10 – 15 minutes
Wrap-Up & Reflection
3 - 5 minutes
Day Five
Day Four
Day Three
Day Two
Day One
Opening: Bring to Life
& State Objective
Page 2 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #
Ongoing Assessment of Language Practice
3 odd weather
Week 1
Directions: List target grammatical form(s) below. As you monitor target language practice, note whether
student is:
ELD Level(s):
It started to
(verb).
Language Function:
All of a sudden
(verb phrase).
First it was
(adjective).
Teacher:
it felt/looked
(adjective).
Able to produce language using scaffolds = —
Unable to produce language = 0
Able to produce language independently = I
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
© E.L.Achieve/2007. All Rights Reserved
Planning for ELD Instruction
3.3
Unit 3
Page 4 of 22
Topic:
Level:
odd weather
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit 3
Intermediate
Level:
Weekly Planner
Function(s):
Day One
Day Two
Week 2
odd weather
Grade(s): 4
6.12 Describe actions
Day Three
Day Four
Day Five
Daily Objective
Students will be able to
use (topic vocabulary or
pattern)___ in order to
____(language use)___.
Topic Specific Vocabulary
“Bricks”
and / or
Language Patterns “Mortar”
Grammatical Forms “Mortar”
to support the patterns for
prompt / response below
Patterns for
Prompts
Patterns for
Responses
SWBATU past progressive
tense to describe their
activities during a certain
weather event.
Raining, snowing, hailing,
sleeting
watching t.v, playing outside,
riding your/my bike, doing
your/my homework
Softly, gently, heavily, loudly,
What was the weather like
when you were (past
progressive)?
What happened when you were
(past progressive verb)?
What was the weather like
when you were riding your
bike?
It was (past progressive verb)
when I was (past-progressive)
It was raining when I was
playing outside.
Structured Language
Practice (Tab 4)
 How will students produce
language - at least 50% of
lesson?
 How will you gather evidence
of student learning?
SWBATU adverbs to describe
their activities during a certain
weather event.
Partners will use weather
picture cards to answer the
prompt.
What happened while you were
playing outside?
It was (past progressive verb)
(adverb) when I was (pastprogressive)
It was softly raining when I
was playing outside.
Groups of 3’s will use spinners
with adverbs. One person asks
prompt and next person spins
spinner and answers. Person
with spinner asks the prompt to
next person and passes the
spinner.
SWBATU connect sentences
with the conjunction “so” and
“but” to describe their activities
during a certain weather event.
SWBAT write a description of
what they were doing during a
certain weather event.
Ran inside, ran outside, ducked
behind a tree, hid under my bed,
jumped in the puddles, turned up
the T.V. , stayed outside
So, but
Went sledding, made a
snowman, went inside,
All
What happened when you were
(past progressive verb)?
What happened while you were
(past progressive verb phrase)?
What happened while you were
playing outside?
What happened while you were
playing outside?
SWBATU past tense verb to
describe their activities during a
certain weather event.
It was (past progressive verb)
(adverb) when I was (pastprogressive). I (past tense verb
phrase).
It was softly raining when I
was playing outside. I ran
inside.
Page 5 of 22
Weather picture cards
Topic:
Spinners with adverbs
Level:
A/B partners
A partner asks prompt
B partner answers
A/B cards
Talking chips
Tickets out the door
Lesson Written by:
It was raining softly when I was
playing in the forest so I ducked
under a tree.
It was softly raining when I
was playing outside but I
stayed outside.
Partners use talking chips (3
each). One person asks prompt
and the other answers and flips a
chip to white. When they have
flipped all chips, they pick their
favorite scenario and write it on
a ticket out the door.
Materials
Plus, Routines for Teaching
and Practicing (Tab 4)
It was (past progressive verb)
(adverb) when I was (pastprogressive) so I (past tense
verb phrase).
It was softly raining when I
was playing outside so I ran
inside.
What happened when you were
(past progressive verb)?
Student will draw an index card
with a scenario written on it and
then respond to it.
EX: What happened while you
were watching T.V.?
Make different prompts.
Index cards with prompts written
on them
Planning Format © E.L.Achieve/2009. All Rights Reserved
Week 2
Unit 3
odd weather
I Do It
Model New Language
I/We Do It
Model and Monitor Practice
You Do It:
Structured Independent Practice
3 - 6 minutes
5 -7 minutes
8-12 minutes
10 – 15 minutes
Wrap-Up & Reflection
3 - 5 minutes
Day Five
Day Four
Day Three
Day Two
Day One
Opening: Bring to Life
& State Objective
Page 6 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Week 2
Unit #3 odd weather
Ongoing Assessment of Language Practice
Directions: List target grammatical form(s) below. As you monitor target language practice,
note whether student is:
Conjunction
“but”
ELD Level(s):
Conjunction
“so”
Language Function:
I (past tense
verb phrase).
It was (past
progressive
verb) when I
was (pastprogressive)
Teacher:
adverb
Able to produce language using scaffolds = —
Unable to produce language = 0
Able to produce language independently = I
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Page 7 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Week 3
Unit #3 odd weather
Intermediate
Level:
Weekly Planner
Function(s):
Day One
Day Two
SWBATU verbs to describe
the weather during specific
seasons.
SWBATU adverbs of frequency
to describe specific seasons.
Grade(s): 4
6.20 Describe Routine Events
Day Three
Day Four
Day Five
SWBATU adverbs and present
tense verb phrases to describe
routine events that they do
during specific seasons.
SWBATU adverbs of frequency
and present tense verb phrases to
describe routine events that they
do during specific seasons.
SWBAT produce a paragraph in
which they describe a routine
event during a particular season.
Go skiing, go sledding, make
snowmen, go water skiing, go
swimming, ride bikes, fly kites,
play soccer, read books,
Have a snowball fight, pick
apples/strawberries, go sailing,
go boating, walk on the beach,
search for seashells, build
sandcastles,
Daily Objective
Students will be able to
use (topic vocabulary or
pattern)___ in order to
____(language use)___.
Topic Specific Vocabulary
“Bricks”
and / or
Language Patterns “Mortar”
Grammatical Forms “Mortar”
to support the patterns for
prompt / response below
Patterns for
Prompts
Summer, Fall, Winter, Spring
Hurricane - storm with very
strong wind
Tornado – storm with rotating
wind
Thunderstorm – storm with
lightening and thunder
Hailstorm – storm with balls of
ice
Snowstorm- storm with heavy
snowfall
What kinds of storms occur
during the (season)?
Usually, sometimes, never,
always, every day
Snows, rains, hails, is cold, is
hot, is warm, is windy, is sunny,
is cloudy
(Type of storms) occur during
the (season).
What does it do in the (season)?
What do you do in the (season)?
All
What do you do if there is a
snowstorm?
(Adverb of frequency) there
are/there aren’t (type of storm)
during the (season).
It usually rains during the spring.
Sometimes there are
thunderstorms.
Structured Language
Practice (Tab 4)
 How will students produce
language - at least 50% of
lesson?
 How will you gather evidence
of student learning?
Every (summer, spring, etc.),
most of the time, often
What do you if there is a (type of
storm)?
It (Adverb of frequency),
(verb/verb phrase) during the
(season.)
Patterns for
Responses
All
I (adverb of frequency) (present
tense verb phrase).
I usually visit my cousins in the
winter. Sometimes, we go
skiing.
Most of the time, we make
snowmen. (show how most of
the time goes at e beginning.)
If there is a (type of storm), we
(verb phrase).
If there is a (type of storm), we
can’t (verb phrase).
It usually snows during the
winter. Sometimes, there are
snowstorms. We often go visit
our relatives in the mountains.
Most of the time we go skiing.
We always drink hot chocolate
and make snowmen. If there is
snowstorm, we can’t go skiing.
Talking Sticks: In groups of
3’s, students answers prompt
using a season spinner.
A-B partners: A asks prompt, B
spins season spinner and
answers
Students use clock appointments
and share responses to prompt.
Students record answers that
they hear at each appointment.
Talking sticks: First person
spins season spinner and asks
prompt. Next person makes up
answer.
Students write their response in
their ELD journal.
Season spinner
Season spinner
Clock appointments
Talking sticks, season spinners
journals
Materials
Plus, Routines for Teaching
and Practicing (Tab 4)
Page 8 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Week 3
Unit #3
odd weather
I Do It
Model New Language
I/We Do It
Model and Monitor Practice
You Do It:
Structured Independent Practice
3 - 6 minutes
5 -7 minutes
8-12 minutes
10 – 15 minutes
Wrap-Up & Reflection
3 - 5 minutes
Day Five
Day Four
Day Three
Day Two
Day One
Opening: Bring to Life
& State Objective
© E.L.Achieve/2007. All Rights Reserved
Planning for ELD Instruction
3.9
Unit #3
Ongoing Assessment of Language Practice
Week 3
odd weather
Directions: List target grammatical form(s) below. As you monitor target language practice, note whether
student is:
I (Adverb of
frequency)
(present tense
verb phrase).
ELD Level(s):
phrase.)
Language Function:
It (Adverb of
frequency), (verb/verb
phrase) during the
(season.)
(Type of storms)
occur during the
(season).
Teacher:
(Adverb of
frequency) there
are/there aren’t
(type of storm)
the
In during
the (season),
(season).
(we/I) (verb
Able to produce language using scaffolds = —
Unable to produce language = 0
Able to produce language independently = I
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Page 10 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
odd weather
I (Adverb of
frequency)
(present tense
verb phrase).
ELD Level(s):
phrase.)
Language Function:
(Adverb of
frequency) there
are/there aren’t
(type of storm)
the
In during
the (season),
(season).
(we/I) (verb
(Type of storms)
occur during the
(season).
Teacher:
It (Adverb of
frequency), (verb/verb
phrase) during the
(season.)
Unit #3
Notes
19.
Week 3 Storm information page
Hurricane - storm with very strong wind
Tornado – storm with rotating wind
Thunderstorm – storm with lightening and thunder
Hailstorm – storm with balls of ice
Snowstorm- storm with heavy snowfall
When do they happen:
Winter, spring, summer, fall
Hurricanes – summer and fall
Tornadoes – Spring
Thunderstorm – Spring and summer
Hailstorm – Winter
Snowstorm - Winter
Page 11 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
Intermediate
Level:
Weekly Planner
Function(s):
Day One
Day Two
Week 4
odd weather
6.25 Discuss time using clocks,
calendars and timelines
Day Three
Grade(s): 4th
Day Four
Day Five
SWBATU adverbs of
frequency to describe the
weather that occurs during
specific months.
SWBATU the adjectives with
the suffix “est” to describe when
certain weather happens the
most and the least.
SWBAT record what kinds of
weather and storms happen on
a calendar
most often, least often
Rainiest, snowiest, coldest,
hottest, cloudiest, sunniest,
windiest, least (rainy, snowy,
etc.)
Daily Objective
Students will be able to
use (topic vocabulary or
pattern)___ in order to
____(language use)___.
Topic Specific Vocabulary
“Bricks”
and / or
SWBATU name the months
of the year to describe when a
particular season happens.
Months of year
Grammatical Forms “Mortar”
to support the patterns for
prompt / response below
SWBATU adverbs of frequency
to describe the weather that
occurs during specific seasons.
most, least
sleet, freeze (hail, rain, snow)
Language Patterns “Mortar”
In what season/month is it the
(adjective with “est” suffix or
least “adjective”)?
Patterns for
Prompts
When is (season)?
In what season does it (present
tense verb) the most/the least?
In what month does it (present
tense verb) the most/the least?
In what season is it the rainiest?
In what season is it the least
rainy?
In the (season), it (present tense
verb) the (adverb of frequency).
Patterns for
Responses
(Season) occurs from (month
and day) until (month and
day).
Winter occurs from December
21st until March 21st.
It (present tense verb) the
(adverb of frequency) in the
(season.)
In the winter, it snows the most.
It snows the most in the winter.
Structured Language
Practice (Tab 4)
 How will students produce
language - at least 50% of
lesson?
 How will you gather evidence
of student learning?
Page 12 of 22
In (the season/month), it is the
(adjective with “est” suffix).
It (present tense verb) the most
in (month.)
(Season/month) is the (adjective
with “est” suffix) season/month.
In January, it snows the most.
In the winter, it is the snowiest.
It snows the most in January.
January is the snowiest month.
Partners use weather placemat.
They put a star by each picture
that they use with “est” and a
check by each picture they use
with “least”.
Weather placemat
Talking sticks and season
spinners. First person spins
spinner and asks prompt. Next
person answers.
A/B partners
A partner has a weather picture
cards and asks B the prompt. B
answers.
Lines of Communication with
talking chips: Line A has
weather picture card. Line B
flips talking chip. Line A asks
prompt with “most” if chip is
white, “least” if chip is red.
Line B answers.
Season spinners
Weather picture cards
Weather picture cards
Talking chips
Materials
Plus, Routines for Teaching
and Practicing (Tab 4)
In (month), it (present tense
verb) the most.
Topic:
Level:
Lesson Written by:
Have students label the seasons,
weather and storms that happen
in each month. Then ask them
to “star” the rainiest month,
“circle” the snowiest month,
underline the least cold month,
etc....
Students use “calendar” to talk
about their most favorite and
least favorite month and explain
why using the sentence patterns
learned.
EX: January is my most favorite
month because it is the snowiest.
My least favorite month is
March because it is the rainiest.
Students will record weather and
storms on a calendar chart.
Calendar chart
Planning Format © E.L.Achieve/2009. All Rights Reserved
Week 4
Unit #3
odd weather
I Do It
Model New Language
I/We Do It
Model and Monitor Practice
You Do It:
Structured Independent Practice
3 - 6 minutes
5 -7 minutes
8-12 minutes
10 – 15 minutes
Wrap-Up & Reflection
3 - 5 minutes
Day Five
Day Four
Day Three
Day Two
Day One
Opening: Bring to Life
& State Objective
Page 13 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
odd weather
Typical weather information for U.S.
Rainiest month – April
Snowiest month - February
Coldest month - January
Hottest month – July
Windiest month - March
Foggiest month - January
Sunniest - July
Least sunny – December
Least rain – Summer months
Least snow – Summer months
Least cloudy – Summer months
Least windy - July
Page 14 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
Ongoing Assessment of Language Practice
Week 4
odd weather
Directions: List target grammatical form(s) below. As you monitor target language practice, note whether
student is:
Least
Able to produce language independently = I
“est” suffix
ELD Level(s):
It (present tense
verb) the most in
(month.)
Language Function:
It (present
tense verb) the
(adverb of
frequency) in
the (season.)
In (month), it
(present tense
verb) the most.
(Season)
occurs from
(month and
day) until
(month and
day).
Teacher:
Able to produce language using scaffolds = —
In the (season), it
(present tense verb)
the (adverb of
frequency).
Unable to produce language = 0
Notes
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
© E.L.Achieve/2007. All Rights Reserved
Planning for ELD Instruction
3.15
Least
“est” suffix
ELD Level(s):
It (present tense
verb) the most in
(month.)
Language Function:
odd weather
It (present
tense verb) the
(adverb of
frequency) in
the (season.)
In (month), it
(present tense
verb) the most.
(Season)
occurs from
(month and
day) until
(month and
day).
Teacher:
In the (season), it
(present tense verb)
the (adverb of
frequency).
Unit #3
Notes
19.
Weekly Planner
Day One
Day Two
Day Three
Day Four
Day Five
Daily Objective
Students will be able to
use (topic vocabulary or
pattern)___ in order to
____(language use)___.
Topic Specific Vocabulary
“Bricks”
and / or
Language Patterns “Mortar”
Grammatical Forms “Mortar”
to support the patterns for
prompt / response below
Patterns for
Prompts
to re-teach
Patterns for
Responses
to re-teach
Structured Language
Practice (Tab 4)
 How will students produce
language - at least 50% of
lesson?
 How will you gather evidence
of student learning?
Page 16 of 22
Week 5
Topic:
Level:
Lesson Written by:
Re-teach or Assess
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
odd weather
Materials
Plus, Routines for Teaching
and Practicing (Tab 4)
Page 17 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
odd weather
Week 5
Re-teach or Assess
I Do It
Model New Language
I/We Do It
Model and Monitor Practice
You Do It:
Structured Independent Practice
Wrap-Up & Reflection
3 - 6 minutes
5 -7 minutes
8-12 minutes
10 – 15 minutes
3 - 5 minutes
Day Five
Day Four
Day Three
Day Two
Day One
Opening: Bring to Life
& State Objective
Page 18 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
odd weather
Week 3 season spinners
Page 19 of 22
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
Page 20 of 22
Topic:
Level:
odd weather
Lesson Written by:
Week 4 weather placemat
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
Page 21 of 22
Topic:
Level:
odd weather
Lesson Written by:
Week 4 picture cards
Planning Format © E.L.Achieve/2009. All Rights Reserved
Unit #3
odd weather
Week 4 Recording page
Page 22 of 22
January
February
March
April
May
June
July
August
September
October
November
December
Topic:
Level:
Lesson Written by:
Planning Format © E.L.Achieve/2009. All Rights Reserved