UNIT: Making a Delivery

UNIT: Making a Delivery

Sub-Topic: Neighborhood Places, Stores, and Jobs

Key vocabulary words for the sub-topic: library, supermarket, bank, school, clothing store, shopping mall, police station, fire station, restaurant, factory, packaging plant

Content and Language Objectives
SWBAT… / Activities and Grammar / Resources / CASAS Correlation
  • Student will be able to name neighborhood stores and places
/
  • Vocabulary
  • Students will look at large pictures of community places and practice pronouncing the name
  • Students will match pictures of places with the name
  • Students will write the name that corresponds to places located on a map
  • “Where do you go? What do you do? Class sort”
  • Play “where do you go/what do you do” Concentration
  • Writing
  • Students will do dictation using the names of places in the community
  • Speaking
  • Students will practice pronouncing the names of community places while looking at corresponding pictures
  • Students will practice short dialogues about what each community place does or is used for
  • Students will identify and speak about places in the community that they visit
/
  • Hubbs EL Civics Curriculum
  • Out and About p. 35-36
  • Avenues Picture Cards
/ 1.2.6Identify places to purchase goods and services
2.5.8 Identify community organizations
and their purpose and functions
4.1.8 Identify common occupations

UNIT: Making a Delivery

Sub-Topic: Community Workers

Key vocabulary words for the sub-topic:teacher, nurse, cashier, police officer, firefighter, clerk, packager, assembly line worker, waiter

Content and Language Objectives
SWBAT… / Activities and Grammar / Resources / CASAS Correlation
  • Student will be able to identify the name of workers who work in the community
/
  • Vocabulary
  • Students will look at large pictures of community workers and practice pronouncing the name
  • Students will match pictures of workers with the name
  • Students will write the name that corresponds to a worker’s title
  • Place/Job/Duty Class Sort
  • Writing
  • Students will do dictation using the names of community workers
  • Speaking
  • Students will practice pronouncing the names of community jobs while looking at pictures
  • Students will practice dialogues about “what is your job?” and “where do you work?”
/
  • Taking Off Beginning English Chapter 9
  • Photo cards
  • Teacher-made dialogues
/ 3.1.4 Identify common types of medical and health practitioners and specialists
4.1.8 Identify common occupations and the skills and education required for them

UNIT: Making a Delivery

Sub-Topic: Common items used to perform jobs

Key vocabulary words for the sub-topic:stamps, bandages, pencils, money, shirt,

Content and Language Objectives
SWBAT… / Activities and Grammar / Resources / CASAS Correlation
  • Student will be able to identify common items that are used to perform different jobs and match type of item to place of delivery
/
  • Vocabulary
  • Students will match pictures of places with pictures of common items used at those places
  • Writing
  • Students will do dictation using the names of items
  • Speaking
  • Students will practice pronouncing the names of items out loud while looking at corresponding realia.
/
  • Hubbs EL Civics Curriculum
  • Realia
/ 4.5.1 Identify and use common tools, equipment, machines, and materials required for one's job

UNIT: Making a Delivery

Sub-Topic: Asking for, giving, and following directions to find a specific location

Key vocabulary words for the sub-topic:where, next to, between, on, street, avenue, corner, across from

Content and Language Objectives
SWBAT… / Activities and Grammar / Resources / CASAS Correlation
  • Student will be able to ask for and follow simple directions to find place ofdelivery
/
  • Vocabulary
  • Students will learn and practice using prepositions of place, i.e. on, next to, across from
  • Students will identify names of streets on a map
  • Students will identify abbreviations such as St. and Ave.
  • Writing
  • Students will write short answers to questions about where places are located on a map, using both fill-in-the –blank and full sentences.
  • Speaking
  • Students will practice using dialogues both asking and answering questions about where places are located.
/
  • Taking Off Beginning English p. 142-143
  • Hubbs EL Civics Curriculum
  • Student made maps
  • Common classroom items
  • Teacher-made dialogues
/ 2.2.1 Ask for, give, follow, or clarify directions to a place or location, including reading signs

UNIT: Making a Delivery

Sub-Topic: Receiving a signature

Key vocabulary words for the sub-topic:delivery, signature

Content and Language Objectives
SWBAT… / Activities and Grammar / Resources / CASAS Correlation
  • Student will be able to converse about delivery and signature
/
  • Vocabulary
  • Students will understand the words “delivery” and “signature” through in class discussion and demonstration
  • Writing
  • Student will be able to write their name
  • Speaking
  • Students will practice dialogues that involve asking for a signature
/
  • Hubbs EL Civics Curriculum
  • Blank MFIP Job Class Reporting forms
  • Realia with signature lines
  • Teacher-made dialogues
/ 4.8.3 Demonstrate effective communication skills in working with customers and clients
0.1.4 Understand or use appropriate language in general social situations (e.g., to greet, introduce, thank, apologize)

UNIT: Making a Delivery

Sub-Topic: Reading a map

Key vocabulary words for the sub-topic:

Content and Language Objectives
SWBAT… / Activities and Grammar / Resources / CASAS Correlation
  • Student will be able to read a basic map including directions and identify street names andcommon places
/
  • Vocabulary
  • Students will review prepositions of place.
  • Writing
  • Students will use a map to answer questions about locations on the map, using both fill-in-the-blank and full sentences.
  • Speaking
  • Students will practice dialogues involving location of community places, including street name as part of the location.
/
  • Hubbs EL Civics Curriculum
  • Student-made maps
  • Realia maps
  • Teacher-made dialogues
/ 2.2.1 Ask for, give, follow, or clarify directions to a place or location, including reading signs

Length: approximately 25-30 hours

  1. Student will be able to name neighborhood stores and places
  2. Vocabulary
  3. Students will look at large pictures of community places and practice saying the name
  4. Students will match pictures of places with the name
  5. Students will write the name that corresponds to places located on a map
  6. Writing
  7. Students will do dictation using the names of places in the community
  8. Speaking
  9. Students will practice saying the names of community places while looking at pictures
  10. Students will practice short dialogues about what each community place does or is used for
  11. Students will identify and speak about places in the community that they visit
  12. Student will be able to identify the name of workers who work in the community
  13. Vocabulary
  14. Students will look at large pictures of community workers and practice saying the name
  15. Students will match pictures of workers with the name
  16. Students will write the name that corresponds to a worker’s title
  17. Writing
  18. Students will do dictation using the names of community workers
  19. Speaking
  20. Students will practice saying the names of community jobs while looking at pictures
  21. Students will practice dialogues about “what is your job” and “where do you work”
  22. Student will be able to match type of item to place of delivery
  23. Vocabulary
  24. Students will match pictures of places with pictures of common items used at those places
  25. Writing
  26. Students will do dictation using the names of items
  27. Speaking
  28. Students will practice saying the names of items out loud while looking at pictures
  29. Student will be able to ask for and follow simple directions to find place ofdelivery
  30. Vocabulary
  31. Students will learn and practice using prepositions, i.e. on, next to, across from
  32. Students will identify names of streets on a map
  33. Students will identify abbreviations such as St. and Ave.
  34. Writing
  35. Students will answer, in writing, questions about where places are located on a map, using both fill-in-the –blank and full sentences.
  36. Speaking
  37. Students will practice using dialogues where they ask and answer questions about where places are located.
  38. Student will be able to make simple conversation about delivery and signature
  39. Vocabulary
  40. Students will understand the words “delivery” and “signature” through in class discussion and demonstration
  41. Writing
  42. Student will be able to write their name
  43. Speaking
  44. Students will practice dialogues that involve asking for a signature
  45. Student will be able to read a basic map and identify street names andcommon places
  46. Vocabulary
  47. Students will review prepositions of location
  48. Writing
  49. Students will answer, in writing, questions about locations on the map, using both fill-in-the-blank and full sentences.
  50. Speaking
  51. Students will practice dialogues involving location of community places, including street name as part of the location.
  52. culminating activities
  53. Students will play roles – workers, delivery people, or people on the street. A “city block” will be set up in the hallway, with street names, and “buildings” that represent places in the community. Each student worker will be assigned a building, i.e. the nurse will stand at the hospital. Each delivery person will have a collection of items to deliver, i.e. bandages for the hospital, books for the library, etc. They will also have a sheet which tells them where to deliver – the name of the building – but not the address. Each delivery person will have to ask directions to the building. At the building, they will have to have a simple conversation about what they are there to do, and ask for and receive a signature from the worker. If there is time, students can take turns playing different roles.
  54. Students will complete a short reading.

Textbooks

  1. Side by Side Book 1 Third Edition, p. 14, 56
  2. Side by Side Activity Workbook 1, p. 41
  3. Word by Word Literacy Workbook p. 46-51

Other materials:

  1. paper
  2. scissors
  3. tape
  4. realia such as items to be delivered, items that help identify workers,
  5. pictures of community places and workers
  6. materials for making street names and “buildings” for culminating activity
  7. name tags to identify students as having different jobs

I need ______.

Where can I go?

Go to the ______.

I need ______.

Where can I go?

Go to the ______.

I need to learn English.

Where can I go?

Go to ______.

I need to see a ______.

Where can I go?

Go to the ______.

Culminating Activity

Students will play roles – workers, delivery people, or people on the street. A “city block” will be set up in the hallway, with street names, and “buildings” that represent places in the community. Each student worker will be assigned a building, i.e. the nurse will stand at the hospital. Each delivery person will have a collection of items to deliver, i.e. bandages for the hospital, books for the library, etc. They will also have a sheet which tells them where to deliver – the name of the building – but not the location. Each delivery person will have to ask directions to the building. At the building, they will have to have a simple conversation about what they are there to do, and ask for and receive a signature from the worker. If there is time, students can take turns playing different roles.

  1. I need a book. Where can I go?
  2. Go to the______.
  1. Where is the library?
  2. The library is______.
  1. I need money. Where can I go?
  2. Go to the ______.

1.Where is the bank?

2. The bank is______.

  1. I need to learn English. Where can I go?
  2. Go to ______.
  3. Where is the school?
  4. The school is ______
  1. I need to shop for food. Where can I go?
  2. Go to the ______.
  3. Where is the supermarket?
  4. The supermarket is ______.

I need to deliver books. Where do I go?

Go to the ______.

Where is the library?

The library is ______.

I need to deliver stamps. Where do I go?

Go to the ______.

Where is the post office?

The post office is ______.

I need to deliver pencils. Where do I go?

Go to the ______.

Where is the school?

The school is ______.

I need to deliver bandages. Where do I go?

Go to the ______.

Where is the hospital?

The hospital is ______.

I need to deliver shirts. Where do I go?

Go to the ______.

Where is the clothing store?

The clothing store is ______.

I need to deliver laundry soap. Where do I go?

Go to the ______.

Where is the Laundromat?

The Laundromat is ______.

I need to deliver fruit. Where do I go?

Go to the ______.

Where is the supermarket?

The supermarket is ______.

I need to deliver beef. Where do I go?

Go to the ______.

Where is the restaurant?

The restaurant is ______.