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Grade Level: 5 Unit: 4 Week: 4 Selection: Hurricanes by Seymour ...

Grade Level: 5 Unit: 4 Week: 4 Selection: Hurricanes by Seymour ...

Grade Level: 5 Unit: 4 Week: 4 Selection: Hurricanes by Seymour ...

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<strong>Grade</strong> <strong>Level</strong>: 5<strong>Unit</strong>: 4<strong>Week</strong>: 4<strong>Selection</strong>: <strong>Hurricanes</strong> <strong>by</strong> <strong>Seymour</strong> SimonLanguage Objective/Target:I can explain vocabulary related to hurricanes using synonyms.Interaction Strategy: Whole class participation / team buildingSheltered Language Strategy: Total Physical Response (TPR)Summary / Sample / Description:· Choose words from the story and make up a movement to go with each word.· When you say the word – students chorally respond with a brief definition orsynonym and accompanying movement.· The definition and movement can be decided on <strong>by</strong> the class or chosen from a“cognitive content dictionary” activity.· Throughout the day or week, the chosen word is used as a signal to begin or endactivities, as part of transitions. The word is used throughout the day in all settings. (Notonly during literacy block!)SIGNAL WORDS FROM HURRICANES <strong>by</strong> <strong>Seymour</strong> Simon:Signal Word Definition Movement__________________Storm Surge Large Wave Do “the wave”Cyclone Spinning Storm Arm is upright and moveslike a blenderDestruction Destroyed Make a house with arms,then quickly knock it down.Property Land Make a flat motion with botharms.Thunderstorm Rain, thunder Rain (fingers trickling down)and lightningThunder (beat fist into palm)Lightning (make a loud clap)


<strong>Grade</strong> <strong>Level</strong>: 5<strong>Unit</strong>: 4<strong>Week</strong>: 4<strong>Selection</strong>: <strong>Hurricanes</strong> <strong>by</strong> <strong>Seymour</strong> SimonLanguage Objective/Target:I can describe the cause and effect of extreme weather (hurricanes) using specificnouns and verbs.Interaction Strategy: Chant - to be read/chanted aloud with whole class. Put underdocument camera or write on chart paper. Add movements or call and response forgreater interaction and participation. Repeat each day of the week or at each transitiontime within the classroom.Sheltered Language Strategy: Chant (vocabulary from main selection within the chant)<strong>Hurricanes</strong> Here, <strong>Hurricanes</strong> There<strong>by</strong> Rachel Kimbrow<strong>Hurricanes</strong> here, hurricanes thereDamaging hurricanes everywhere!Hurricane waters surging on the Gulf Coast<strong>Hurricanes</strong> destroying propertyHurricane Katrina causing destructionA hurricane is not just wind!Spiraling winds blowingStorm waters floodingTropical cyclones circlingCoastal communities evacuating<strong>Hurricanes</strong> here, hurricanes thereDamaging hurricanes everywhere!<strong>Hurricanes</strong>! <strong>Hurricanes</strong>! <strong>Hurricanes</strong>!

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