English I Through ESOL - The School District of Palm Beach County

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Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. Romeo and Juliet: Lesson 5: Sentence Stretcher: Example: Begin with the sentence: Romeo pays. Romeo pays the druggist. Romeo pays the desperate druggist. Romeo pays the poor, desperate druggist. Romeo pays the poor, desperate druggist forty coins. Romeo pays the poor, desperate druggist forty gold coins. Romeo pays the poor, desperate druggist forty gold coins for some poison. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill men. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away without pain. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away without pain or suffering. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty large men right away without pain or suffering. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty large, healthy men right away without pain or suffering. English I Through ESOL: Romeo and Juliet Page 34
Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present, or passive voice to active. Romeo and Juliet: Lesson 5: Look it Up: Teams locate examples of adverb clauses and transition words for cause and effect in the text and summary Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) Romeo and Juliet: Lesson 5: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the present tense to the past tense. Romeo’s servant travels to Mantua with the news of Juliet’s death. Friar Laurence’s letter to Romeo telling about the plan never arrived. Romeo wants to return to Verona to join his wife in death. Romeo buys a fast-acting poison and leaves immediately. When Friar Laurence’s messenger returns the undelivered letter, Friar Laurence rushes to the tomb before Juliet wakes up. Meanwhile, Paris sees Romeo at the tomb and the two of them fight, ending in the death of Paris. Romeo enters the tomb, kisses his wife, drinks the poison and dies. When Friar Laurence arrives, Juliet awakens to see both Romeo and Paris dead. Juliet takes Romeo’s dagger and stabs herself in the heart. English I Through ESOL: Romeo and Juliet Page 35
Page 1 and 2: English I Through ESOL Lesson 5: Ro
Page 3 and 4: Spanish Summary Lección 5: Romeo y
Page 5 and 6: Portuguese Summary Lição 5: Romeu
Page 7 and 8: Follow Directions Objective: Listen
Page 9 and 10: Proficient Listening Activities Int
Page 11 and 12: Intermediate Speaking Activities Ch
Page 13 and 14: Identifying Cause and Effect (Conti
Page 15 and 16: Beginning Reading Activities Pre Re
Page 17 and 18: Scan Objective: Scan a text for the
Page 19 and 20: Intermediate-Proficient Writing Act
Page 21 and 22: Opinion/Proof Objective: Organize i
Page 23 and 24: RAFT Objective: Write on a topic in
Page 25 and 26: Intermediate Presenting Activities
Page 27 and 28: Intermediate Vocabulary Activities
Page 29 and 30: Beginning Grammar Activities Teache
Page 31 and 32: Intermediate Grammar Activities Sen
Page 33: Who What, When, Where, How, Why Obj
Page 37 and 38: Name ______________________________
Page 39 and 40: Name ____________________________ D
Page 41 and 42: can get word to __________. In Scen
Page 43: Name ____________________________ D

English I Through ESOL - The School District of Palm Beach County

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