En

SUBJECT:

TEACHER:

Eva

American University Panam Bilinge

WEEKLY PLAN
M. Ramos R. LEVEL: 6th # of Students: 128 Language Level: Beginner DATE:

First Week

Theme: Saving
our Planet

Unit Objectives:
(1) Discuss ways to save our planet using a variety of written, visual, and audio resources.
(2) Create a digital story about initiatives people can take to save the planet.
Background, Language, and
Key Vocabulary:
Materials needed:
Higher Order Questions:
Skills
Earth, save, reduce,
Super hero and earth pictures,
Who can be a recycling super
Grammar: Wh-Question words
reuse, recycle, car pool,
reading passage, poster versions
hero? How?
Personal Pronouns
clean-up, turn-off,
of the worksheets, graphic
What do you think the story is
endangered species,
organizers, journal, colored pencils, going to be about?
lights, plants, trees,
flashcards, strips of paper, color
What can do to save the planet?
conserve, environment,
vowel chart, construction paper.
ecosystem. (see
vocabulary worksheet)

Day 1

Day 2

Lesson Objective: SWBAT answer some questions about a reading

about Earth Day using a graphic organizer.

Lesson Objective: SWBAT classify pronouns in singular and

plural using a group of flashcards.
- Write the pronoun next to the correct picture in a practice.

Activity Name
Building
Background:
Brainstorming
Think-Pair-Share

Pre-Reading
Guided
Prediction

Reading
Comprehension
Post-Reading
Discussion/Repo
rt

Development

Time

Activity Name

Development

Time

The teacher pastes a picture of a

Recycling Superhero on the board.
Students think individually what will the
lesson is going to be about using the
picture. Then they share with a partner
their guesses.
Students then report their answers to
the teacher, and the teacher writes
down the answers on the board.
The teacher pastes a new picture on
the board: a picture of the Earth. The
teacher tells the students that both the
picture of the superhero and the Earth
are related to a reading. Students try
to predict what the story is going to be
about.
The teacher hands in a reading
passage about Earth Day to students.
Students fill out a graphic organizer
answering some questions about the
reading in pairs.
Students report their answers to the

5 min

Building
Background:

The teacher asks students to look for

the bold words on the Earth Day
reading. Students will say the words
(pronouns) aloud.
Students will review the pronouns
with the help of the teacher using
some flashcards.
Students will
pronounce the pronouns.
The teacher will help students notice
which pronouns are singular and
which are plural, by counting the
people in the picture.
Students will color the singular
pronouns in the reading, blue, and
the plural pronouns, pink.
The teacher will put the singular
pronouns on one side of the board,
and the plural pronouns on another
side with the words singular in blue
and plural with pink.
Students will look at the illustrations
of the pronouns in a handout and

5 min

Noticing Activity
5 min
7 min

13
min

Flashcard
Review
(Grammar
Snapshot)

Color the
Pronoun
Pronoun Review

7 min
Guided Practice
Assessment

8
min
5 min
5 min
4 min

7
min
5 min

Day 3
Lesson Objective: SWBAT: complete the missing
words/numbers in the song using a poster.
Assessment

Day 4
Lesson Objective: SWBAT classify the words from the
vocabulary using the vowel chart and a graphic organizer.

teacher. The teacher will use a poster

solve a practice.
version of the graphic organizer. After 3 min
Wrap-up
Activity
Development
Activity
Development
the students
agree on what is the Time
Students
will go to the board to write Tim
Name
Name
e
correct answer, they write the correct
the answers to the practice. The
Journal Sharing Students
will
share
with
a
partner
what
5
min
Vocabulary
The
teacher
will
paste
pictures
related
to
10
answers on the poster.
teacher will ask the class to help to 1 min
they
did yesterday
the of
planet.
Splash
ecology/environment
on the board.
min
Follow-up
Students
will trytotosave
do one
the things
check right answers.
Pre-Listening
teacher
will planet
ask students
if they
Homework Theto
save the
at home.
They will 5 min
Follow-up Students will receive one strip of paper
know
what
the
Rs stand
for.the correct day
of the words
illustrated
on mission
the
write
the
action
under
Homeworkwith one
Students
will have
another
First Listening Students
listen
to the song The 3
5 min
board.toThey
willthe
paste
the word
next to
on thewill
format
provided.
save
planet
in their
daily
Rs and write down as many words as
the correct
picture. (If a student does not
journal.
they can listen on Reflection:
their notebooks.
ask for help to
Assessment:
Assessment: know the word, he could
Reflection
TPS
Students
3 min
anotherwill
student or the teacher). The
Diagnostic:
Students
will compare their words with a
Formative: Students
partner.
5 min
Pronunciatio
teacher
checks with the whole class if the
brainstorm about the
lesson topic
review the pronouns
in a
The
teacher
will
ask
students
to
say
the
n
with
the
answers
are right or not.
20
using a picture.
different series of activities.
words
they
listened
to
out
loud,
while
she
Color
Vowel
The
teacher
will
hand
in
a
worksheet
with
min
Formative: Students will answer
(noticing, coloring, written
Second
writes
them
on
the
board.
5
min
Chart
the
vocabulary
words
illustrated.
some questions about a reading
practice)
Listening
The teacher
will hand the lyrics of the
Students will practice the pronunciation of
about
Earth Day using
a graphic
song
out
to
the
students.
Students
will
the words using the color vowel chart. The
organizer.
listen to the song again and fill out the
5 min
teacher will have the words written on
Post-listeningPreparation
missing words and numbers.
pieces
paper with their
Scaffolding
Grouping Options
Integration
of of construction
Application
Assessment
(Assessment) __X_Students
complete the
6 min
respective color
of Hands-on
the vowel chart. _X__
TheIndividual
Adaptationwill
of Content
__X_ missing
Modeling
_X__ Whole Class
Processes
_X__
Links to Background
_x__ Guided
__X_ Small Groups
_X__ Reading
_X__out
Meaningful
___ Group
Report & _X__words/numbers
in the song
using practice
a
students will sort
the words by color.
Links to Past Learning
_X__ Independent Practice
__X_ Partners
_X__ Writing
_X__
Linkedthe
to pronunciation.
___ Written
Discussion _X__poster.
The teacher will
model
_X__ Strategies Incorporated
___ Comprehensible Input
__X_ Independent
_X__ Speaking
objectives
_X__ Oral
Students will discuss ways to save the
1 min
Pronunciatio
The
student
color
the
border
of
the
words
__X_ Listening
_X__ Promotes
planet mentioned in the song. They will
n Partners
in the vocabulary
worksheet with the
8
engagement
Follow-up
add those ideas to their What did I do to
Verbs-Nouns corresponding color.
min
save the planet journal.
Graphic
Students will practice with a partner the
The teacher will remind students to do
Organizer
pronunciation of the words.
10
their daily journal.
Students will cut the two tabs with the
min
Elicitation
noun (green) /verb (yellow) categories.
They will paste them on their notebooks,
but only the top part of the tab, so they
can write something below it.
5
The teacher will elicit the definition of
min
Guided
nouns and verbs. She will paste one of the
Categorizati vocabulary words under the noun
on
category, and another under the verb
Activity
category.
Review
Students will write the rest of the words
10
under the verb/noun tab. They will check min
with a partner.
Students will go to the board and paste
15
Follow-up
the words under the right category on the min
board. The teacher will ask
comprehension checking questions to
check right/wrong answers.
The teacher will remind students to do
2
their daily journal.
min
Assessment:
Reflection
Assessment:
Reflection

En

SUBJECT:

TEACHER:

Eva

American University Panam Bilinge

WEEKLY PLAN
M. Ramos R. LEVEL: 6th # of Students: 128 Language Level: Beginner DATE:

Second Week
Theme: Saving
our Planet

Unit Objectives:
(1) Discuss ways to save our planet using a variety of written, visual, and audio resources.
(2) Create a digital story about initiatives people can take to save the planet and share it with the morning groups.
Background, Language, and
Key Vocabulary:
Materials needed:
Higher Order Questions:
Skills
Earth, save, reduce,
Flashcards, class bar graph (poster How are kids initiatives to save
Grammar: Wh-Question words
reuse, recycle, car pool,
and printable versions), journal,
the planet similar or different from
Nouns Verbs (past
clean-up, turn-off,
reading text, digital stories,
yours?
tense)
endangered species,
pictures, computers, speakers, cell What would happen if nobody
Pronouns
lights, plants, trees,
phone(s), digital story template,
takes care of our planet?
Pronunciation: Color Vowel Chart
conserve, environment,
class survey, graphic organizer.
ecosystem. (see
Projectors, speakers, rubric,
vocabulary worksheet)
checklist.

Day 1

Day 2

Lesson Objective: SWBAT categorize the verbs from the unit

vocabulary in present and past using flashcards.
Create a graph bar using the information from their what did I do to
save the planet journal.

Lesson Objective: SWBAT compare and contrast things kids are

doing to save the planet in different countries, using the
information from their research and a reading provided by the
teacher.

Activity Name

Development

Time

Activity Name

Development

Time

Accessing Prior
Knowledge:
Vocabulary
Review

Students will work in pairs and review

the pronunciation of the vocabulary
words using the flash cards from the
previous class and their notebooks.
One student will get one verb from the
vocabulary in present, and another
student will have the past tense. They
will find their partner. The teacher will
have present and past written on the
board, and each pair will stand on the
right side of the board. The teacher will
elicit the correct pronunciation from
students using the color vowel chart.
Students will be given a blank class bar
graph. The teacher will have a poster
version on the board. The teacher will

6 min

Warm up
Class Survey

Students will ask and answer

questions
about
what
they
researched using a class survey.

8 min

Past Tense
Match

Class Bar Graph

10
min

Pre-Reading
Discussion
Reading
Post-reading

6
min

Wrap-up
Homework

Students will report interesting

things kids are doing to save the
planet. The teacher write them on
the board.
Students will read 13 things kids
can do to save the planet and
compare it with their own research
using a Venn Diagram.
Students will discuss the similarities
and differences with a partner, and
then with the whole class.

7
min
10
min
10
min

Day 3 (80 min

class)
Lesson
Objective: SWBAT:
digital
story
Modeling
model the Create
activityaby
writing
her based
name on
things they can do towith
save
the
planet.
a dry erase marker on the squares

Day 4
Lesson Objective: Students
SWBAT Present
stories,
in
will addtheir
moredigital
activities
5 min
groups of six, to the fourth
and
fifth
grade
students.
they can do to save the planet onto

that belong to the activity she did to

their journals, using the information
save theDevelopment
planet. She will erase her Time
learnedDevelopment
in class. They will continue Tim
Activity
name.
9
recording their activities in the
Name
e
Graph
by one,
will
usethe
lastITweek
min Presentation The teacher
journal.
Before
Class
TheOne
teacher
will students
coordinate
with
will coordinate with the fourth Befo
journal
write
names
teacher
theand
use of
the their
computer
lab on
andthe
Preparation and fifth grade English teachers the
re
right
squares
on
the
poster
version
of
take the students there.
schedule of the presentations and the use Class
the bar
graph,
using color
Brainstorming Students
will
brainstorm
what markers.
a digital The 5 min
of laptops/speakers/projectors, a folder
rest
of
the
class
will
record
the answers 10
Digital Story
story is.
with the digital stories will be copied onto
Graph
Review Students
on their
6 min
Samples
willworksheets.
watch one or two samples
min
Team
the computers.
students,
withbythe
of aThe
digital
story made
kids help
from of the
Logistics
Students will be organized into teams.
5
teacher, will count, how many students 5 min
http://zimmertwins.com/splash
Each team of six students will have the
min
Homework Students
did each
of activity.
2 min
Pre-Writing
willtype
highlight
things they would
support of one of the English teachers,
will receive
a new
copy of the
likeStudents
to do to save
the planet,
using
and the homeroom teacher. Students will
journal
and
research
5-10
things
kids in 10
information from the unit and from the
pick up a paper with the order they will
the world are doing to save the planet. min
web.
Digital Story present.
Assessment:
Reflection:
Assessment: The audience will beReflection
Students will select
5 activities to save
Presentation
given a handout to
24
Formative: Students
will match
Formative: Compare/Contrast
the planet
and look for pictures to
take notes of the ideas presented in the
min
the verbs from theillustrate
vocabulary.
activity chart using
thestories. Students will present their
them on the web. The teacher
3 min
digital
(present and past)can also take pictures of students doing
information from
the reading
digital
stories The sixth grade English
Students
will
create
a
graph
bar
and
their
homework.
Writing
one of the activities, and share the
20
teacher with the help of the fourth grade,
with the information
from their
pictures
with a USB drive.
min
and fifth grade English teachers will
journals.
Students will paste the selected pictures
assess students presentations using the
and write their digital stories on the
Q&A Session rubric (previously discussed).
Preparation
Scaffolding
Grouping Options
Integration of
Application
Assessment
Audio
PowerPoint template provided.
They will
___
Adaptation
of
Content
___
Modeling
___
Whole
Class
Processes
___
Hands-on
Recording
select one option for the ending of their
15
The digital story tellers will answer ___ Individual
6
___ Links to Background
___ Guided practice
___ Small Groups
___ Reading
___ Meaningful
___ Group
story.to Past Learning
Follow-up___ Writing
questions from___
the
audience
and go___
back
___ Links
___ Independent Practice min___ Partners
Linked
to objectives
Writtenmin
Post-Writing ___ Strategies
StudentsIncorporated
will record the___
slideshow
of
to their classrooms.
Comprehensible
Input
___ Independent
___ Speaking
___ Promotes
___ Oral
___ Listening
engagement
Peertheir digital story as many times as they
5 min
Assessment
need.
Students will reflect on the experience
Students will receive feedback from their 6 min
and bring their journals for a final
Digital Story
teacher and a classmate to improve their
discussion.
Draft
digital story using a checklist.
Assessment
Students will send a copy of their digital
1 min
story to the teachers email.
Homework
Students will improve/edit their stories at
home, if they want to.
The teacher will coordinate with the fifth
and fourth grade homeroom and English
teachers, as well as the computer lab
teacher to have students present at
various locations. There are four
projectors at school. Parents will be
invited too.
Assessment: Formative: PeerReflection
Assessment:
Reflection
Assessment checklist.
Summative: Presentation of
Summative: Digital storyboard
students digital stories.

Activity
Whole
Namegroup