Chapter 17: You should get some rest.
Lesson 1
Objectives
Students will listen to a dialogue for comprehension
Students will understand familiar vocabulary and grammar structures by listening to a dialogue
Students will develop new vocabulary and grammar structures by listening to a dialogue
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
Warm up
What are things you see in the pictures? S. list items they see in the school picture and the nurse’s office and add items that could be there (or should be)
Activity 1
S. clap out syllables of vocabulary words page 189. S. categorize vocabulary into nouns and adjectives and decide which ones are examples of comparative. S. look for vocabulary in reading to determine who says the words/phrases.
Activity 2
Reading of dialog page 188-189. S. take turns reading dialog. T. reads phrases for S. to respond making sure to focus on stress and fluidity.
Activity 3
S. choose words from the word box page 189 to write in their notebook. S. write their own sentences using the vocabulary words. S. share with class.
Closer
Students group information into the following categories: feelings, illnesses, occupations, verbs and other words. Students brainstorm other categories or add to existing categories
HW
Reading Response wkbk page 139 plus 5 sentences on the back of the page using five vocabulary words from page 188.
Chapter 17: You should get some rest.
Lesson 2
Objectives
Students will use the modals should and shouldn’t in affirmative and negative statements and yes/no questions
Students will write yes/no questions and affirmative and negative statements using should and shouldn’t
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
Feeling flashcard
Warm up
Identify the feeling: preview feelings with flashcards then introduce using TPR
Activity 1
T. writes the following dialogue on the board.
Carlos: Shouldn’t I see Ms. Cho, too? I feel terrible. Mr. Gomez: You’re fine, Carlos. What’s the matter? Carlos: I have a headache from all this studying. Mr. Gomez: Carlos, I think you should sit down.
T reads the dialogue and asks for student volunteers to act out the dialogue. T. underlines should/shouldn’t to ask S what they think should means. T writes responses on the board
Activity 2
T and S look at grammar chart page 190 and verbalize how they form statements with should and questions with should. Exercise A and B page 190
Activity 3
What should you do? T. gives several scenarios and then offers some advice. S. then receive scenario and decide what they should do. Eg. Hungry, tired, thirsty, angry, sad, poor, rich
Closer
What should I do? I want to do X and X
HW
Wkbk page 140
Chapter 17: You should get some rest.
Lesson 3
Objectives
Students will use the modals should and shouldn’t in affirmative and negative statements and yes/no questions
Students will write yes/no questions and affirmative and negative statements using should and shouldn’t
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
Warm up
What should you do if you want to do well in school?
Activity 1
T. reads advice given to a specific group or person. T asks clarifying questions about reading: what advice was given? What was the person doing? Was it good or bad advice?
Activity 2
T. models on the board a plan for what a person/goals to be accomplished. Using should, T. and S brainstorm activities that this person should do to accomplish his/her goals. T. models writing on board using sentence strips.
Activity 3
S. receive their own group/person to write to. Using should, they brainstorm ideas to tell their person and then write a narrative based on T’s model
Closer
Who did you write to? What is one piece of advice you gave?
Chapter 17: You should get some rest.
Lesson 4
Objectives
Students will use the modal could to make suggestions
Students will write sentences using could to make suggestions
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
Warm up
If you could do anything in the world, what would you do?
Activity 1
T. writes the following dialogue on the board:
Carlos: Maria’s not feeling well. I want to bring her a present. But what should I bring her? Paco: Let’s see…you could bring her some flowers. Carlos: Flowers? Paco: Yeah, you could bring her some roses.
T. reads the dialogue and has two learners act it out. T. highlights use of could
Activity 2
T and S look at grammar chart page 191. Point out that could, like should, stays the same for each subject. Ask students to find how could is used? Practice A and C page 191.
Activity 3
Using could/would. T. introduces could/would construction with IF. If you could live anywhere in the world, where would you live? If you could X, what would you ….
T. models with self then asks S questions then has S form own questions to ask other students and T
Closer
Give T three suggestions of what she could do: I’m tired.
HW
141
Chapter 17: You should get some rest.
Lesson 5
Objectives
Students will use could in questions and in suppositions
Students will employ adjectives to describe objects
Students will understand if then, because construction
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
10 paper bags and 10 objects
Warm up
What am I? Students receive description of individuals (occupations) and try to figure out who the person is. Focus on using could in questions and in suppositions.
Activity 1
Writing in journal: If you could do anything with your live, what would you do?
Activity 2
What’s in the bag? T. places out 10 bags with 10 different objects around the room. Students place their hand in the bag without looking to guess what the object is. They use adjectives and could to make their guesses.
Activity 3
What was in the bag? T and S. compile list of adjectives for each object and try to figure out what each object is. Focus on If then, because
Closer
T. reveals what was in the bag. Best guesser receives small prize.
Chapter 17: You should get some rest.
Lesson 6
Objectives
Students will use compound sentences with because clauses
Students will write compound sentences with because clauses
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
There was an Old Woman who Swallowed A Fly with questions
3 Little Pigs
Cause and effect worksheet
Warm up
Why? T. questions students on various reasons for certain behaviors. Why are you tired? Why are you hungry? Why are you angry?
Activity 1
T. introduces because clause using the above student given responses. T. gives an example of certain behavior: I’m so happy/sad/angry/upset. Why? S. response with Because you….
S. give example of a certain behavior for other classmates to guess as modeled by T. above.
Practice exercise page 193 A and B
Activity 2
Reading of 3 Little Pigs with comprehension questions. T. models responses by giving sample questions/response. Why did the first pig build a house of straw? He built a house of straw because he was lazy.
Activity 3
Cause and effect match up: T. explains that things happen for a reason. Eg. I said ouch because I hit my finger on the table. He ate strawberries because he was hungry. Read through causes and effect worksheet. Students match causes and effects together.
Closer
Old Woman who swallowed a Fly reading and comprehension with cause/effect
Chapter 17: You should get some rest.
Lesson 7
Objectives
Students will use cause and effect relationship to understand poetry
Students will write a diamante poem using cause effect relationship
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
Diamante poem sheet
Diamante examples
Warm up
Cause and effect match up
Activity 1
Identifying cause and effect. Pass out tiered cause and effect examples to identify parts of sentence. Write own cause and effect sentence using tiered causes as example.
Activity 2
Diamante poems: Read diamante cause/effect poems. Identify the cause and effect and the other parts of the poem. T. guides students through first reading but students do other two
Activity 3
T and S. brainstorm their own diamante poem together and then students do their own.
Closer
S read poems and identify cause and effect of the poems
Chapter 17: You should get some rest.
Lesson 8
Objectives
Students will read a short story for comprehension
Students will understand familiar vocabulary and grammar structures by reading a short story
Students will use letter format, should, and because to write letters
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
Warm up
Preview reading strategy: selective attention
Activity 1
Preview vocabulary words for story on page 197
Activity 2
Read “The Artist” page 194-195 using selective attention T. follows up with comprehension questions and inferences
Activity 3
Writing activity
Closer
What did you write about?
HW
Finish writing
Chapter 17: You should get some rest.
Lesson 9-10
Objectives
Students will demonstrate knowledge of should, could and compound sentences in written exam
Students will use reading strategies to decode unfamiliar words
Materials
Keys to Learning chapter 17
Workbook Keys to Learning
Test Chapter 17
Warm up
5 minutes to study for test or ask T. any questions about test
Activity 1
Review activity
Activity 2
Go over directions of test and clarify any questions
Activity 3
Test Chapter 17