Lesson 4 – The Beach
| Unit Focus | Standards Unit Meets |
| The Beach – English Language Acquisition | · Know and use several hundred words in home language. Use new words on own. (DEL)
– Make accurate use of standard English to communicate in grade appropriate speech and writing. (CCS) · State own point of view, and likes and dislikes using words, gestures and/or pictures.(DEL) – Construct grade appropriate oral and written claims and support them with reasoning and evidence. (CCS) – Analyze and critique the arguments of others orally and in writing. (CCS) · Listen to others and respond in a group discussion for a short period. Remember what was said and gain information through listening.(DEL) Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.(CCS) |
| Student Learning Target(s) | |
| Know and use several words in target language.
Construct claims and support with ideas. |
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| Guiding Questions/Big ideas | |
| Big Idea: Use English to talk to other students and teachers in sentences.
Essential Question: What do you like to do at the beach? Why did you go to the beach? Big Idea: Use English to express ideas and opinions and explain thinking to peers and teachers. Use English to explain why they agree or disagree another’s idea. Essential Question: What lives at the beach? Where on the beach does it live? Where else could it live? |
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| Assessment Plan – formative or summative | |
| Assessment will be formative and inform the following lessons. The teacher should record the lesson back and examine the language used and compare this to the rubric and note where each child is in regards to the learning targets. The teacher should do the same with the number of sentences used by each child.
The children will show their learning through the use of improved vocabulary or attempted vocabulary use and also start to construct ideas about the beach and the things that happen there. The children will show learning by supporting their ideas with information or ideas or theories. |
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| Lesson Introduction | |
| 2 Minutes
This is a small group lesson; the number of children attending this lesson should not exceed six. The teacher will show a new picture to the group. The teacher will ask what is happening in the picture. The teacher will caption the picture and label any new vocabulary the children offer. Glue the picture to the board. |
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| Lesson Core (what will the teacher do, what will the students do ) | |
| 10 Minutes
The teacher will ask the children what they normally do at the beach. The teacher should model what kind of conversation is going to happen by saying “My grandmother goes to the beach, when she goes to the beach she wears her socks and takes them off before going in the sand.”The children will talk about different things they like to do at the beach or different things that have happened at the beach, even the small things together with a partner. All children will have conversations with a random partner and the teacher will rove and listen in to the conversations. The teacher will try to keep the conversations going through prompts and questions about what the children do at the beach. As the children talk the teacher should make a list of the activities the children talk about. |
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| Lesson Conclusion | |
| 3 Minutes
Tell the children that they do lots of different things at the beach. Count the items on the list and have a child write the number under the list. |
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| Differentiation Strategies (for remediation and for extension) | |
| During the lesson the teacher should provide sentence frames for scaffolding as needed to students who are struggling with the language. Children who are not struggling should be asked to give more details and thoughts about why these things happen at the beach and support these ideas with a few reasons.
Children who are not able to describe activities that they do at the beach can draw the activities and then post the pictures with a teacher assisted caption next to the board. This happens after the lesson during free art exploration, other children can make choices. Children who need extension can draw an activity that they like to do at the beach and tell the teacher a story to transcribe onto the picture and post it next to the board. This happens after the lesson during free art exploration, other children can make choices. |
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| Vocabulary | Resources and Materials needed |
| Dig
Cook Build Sand castle Crab Seaweed Run Wade Swim Cover Shovel Pail Bucket Umbrella Sunscreen |
A picture of a family engaged in a beach activity – burring someone, cooking, eating, etc.
Poster board from previous lessons Sharpie Glue stick |
| Lesson Reflection (place to take notes AFTER the lesson is taught) | |
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