GRADES 3-5; 6-8; 9-12
GAME UP
Guts and Bolts
Blood Typing
OBJECTIVES
Students will:
- Make connections among the vocabulary words in a Connect Two activity.
- Complete a writing prompt using gerunds in a Roundtable activity.
- Complete a chart with verbs from the movie that take gerunds.
VOCABULARY
General Vocabulary
| air (n)
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continue (v)
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hill (n)
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| beat (v, n)
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enjoy (v)
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pedal (v, n)
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| complain (v)
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exercise (v, n)
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recommend (v)
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Content Vocabulary
| heart (n)
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vein (n)
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| pulse (n)
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lung (n)
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artery (n)
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oxygen (n)
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PREPARATION
- Gather visuals to help reinforce the vocabulary words.
- Make copies of the Connect Two worksheets or write the model on the board.
- Prepare large index cards for the homework activity in the Words to Know section.
- Prepare a set of Roundtable questions for each small group. Each question goes on a separate page.
- Make copies of the Write a Caption Worksheet.
LESSON PROCEDURE
Vocabulary
- Watch the Vocabulary movie to introduce the new words, stopping to ask questions, give examples, and ask students to make connections to the words.
- Do a Connect Two activity with the vocabulary words. Using the sentence frame, students connect any two of the words in a way that makes sense to them.
- The word beat has multiple meanings. Give each student a large index card for the homework assignment. Have them research the different meanings and uses of the word using dictionaries and asking people for examples. Then they choose one meaning to represent on the index card. They may draw, define, or use the word in a sentence. To go over their answers the next day, have the class sort all the cards according to the meanings, taping the cards on the board in the different categories.
- Project the picture side of Flash Words onto the board or interactive white board. Students label the words they know and then flip the pictures to check if they are correct.
Grammar
- Watch the Grammar movie.
- Write the prompt on the board: What do you enjoy doing? Beneath the question, write the following categories in three columns: after school, on the weekends, on vacation. Brainstorm activities with the class for each category. They should all be gerunds. Students can then work with a partner to ask and answer questions.
- Do a Roundtable activity in small groups to practice using gerunds as subjects. Put one question or prompt at the top of each page. Each student writes an answer and passes it on in the group until they can’t think of any more answers. Examples of prompts are:
_________________ is fun.
_________________ is easy.
_________________ can be difficult.
_________________ is important.
_________________ takes time.
_________________ is boring.
Movie
- Before watching the movie Biking is a Workout! (L3U4L1), enter the classroom out of breath. Explain that you were late, so you had to run. Put your hand on your heart, feel your pulse. Think out loud, “I wonder why my heart is beating like this?” Discuss with the class.
- After the movie, show or project the Write a Caption Worksheet. Ask partners to write a good caption for each image, using a gerund as subject. For example: Biking uphill is difficult. List the different ways they describe the same image.
In another viewing, you may also pause the movie at various points, with closed captions off, for students to describe the scene using gerunds as subject.
- Before watching the movie again, create a chart on the board with all the verbs used in the movie that take gerunds. Students fill in the gerunds they hear as they watch the movie. Caution students not to confuse the present progressive with gerunds. To differentiate, some students may find all of the verbs, without using the prepared chart. Students may work alone or in pairs.
Features
- Watch Hear It, Say It. Students may listen and repeat sentences from the movie.
- Students do the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.
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