GRADES 3-5; 6-8; 9-12
OBJECTIVES
Students will:
- Describe situations that match designated vocabulary words.
- Sort and match conditional sentences.
- Identify conditional sentences in the movie.
VOCABULARY
General Vocabulary
| admit (v)
|
remain (v)
|
dig (v)
|
| concentrate (v)
|
rub (v)
|
bone (n)
|
| consider (v)
|
warn (v)
|
grass (n)
|
| distract (v)
|
yell (v)
|
carpet (n)
|
| divide (v)
|
bury (v)
|
against (prep)
|
MATERIALS
- BrainPOP ESL
- Visuals to reinforce the new vocabulary
- Chart paper and sticky notes
- Interactive white board (optional)
PREPARATION
- Gather visuals to help reinforce the vocabulary words.
- Cut up the situations from the Situation Strips.
- Make enough copies of the Sentence Strip activity (found in the Grammar section of this lesson plan) for each pair of students. Copy the Conditions column and the Results column in two different colors.
- Prepare the tally chart or the sentence strips for the Count the Conditionals activity found in the Movie section of this lesson plan.
- Prepare any of the suggested children’s books, poems, or songs suggested in the Activities section of this lesson plan.
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.
- Put up 6 large flip chart papers around the room. Label each one with one of the following six vocabulary words: admit, concentrate, consider, distract, divide, remain.
Divide students into small groups and give each group one of the situations from the Situation Strips below. Then follow the suggested procedure:
a. Students read and discuss their situation and attach it to the appropriate vocabulary poster.
b. Go over the six situations, and have one student from each group highlight or circle the words they used as clues.
c. Now have the groups or partners think of their own situations that match the six verbs and write them on sticky notes. They may also do illustrations. You can post prompts on the board. Suggested prompts are found below.
d. Distribute the new sticky note situations among the groups, and repeat steps a and b.
Prompts
Describe a situation when you would admit something.
Describe a situation when you would consider something.
Describe a situation when you would divide something.
Describe a situation when you would concentrate on something.
Describe a situation when you are distracted.
Describe a situation when something remains.
| You are buying a birthday present for your friend, and you’re thinking about the reasons to buy a game or a book. |
| You have a cake and you have to cut it into twelve pieces.
|
| You tell your mother that you broke a glass. |
| Everyone got a piece of pizza, but there is one piece left over. |
| The noise in the house is bothering you. You can’t study. |
| You’re thinking very hard about a problem.
|
- 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
- Review the three types of Conditionals with a chart on the board or interactive white board. Discuss the differences in time and when each type is used.
| If you help me,
|
I will finish faster.
|
| If you helped me,
|
I would finish faster.
|
| If you had helped me,
|
I would have finished faster.
|
- Conditionals Match. The following Sentence Strip activity can be done in various ways:
• Have partners sort the clauses into conditions and results, and then match them.
• Have pairs of students work with only the conditions (or only the results), and complete the sentences on their own.
• Give pairs of students blank strips to write their own examples.
| If you are late to school,
|
the teacher will be angry.
|
| If a robot were my best friend,
|
I would have a great time.
|
| If I got lost,
|
I would look at a map.
|
| If you had told me,
|
I would have known.
|
| If we had studied more,
|
we would have gotten better grades.
|
| If I had a million dollars,
|
I would buy a lot of presents.
|
| If I don’t come to school tomorrow,
|
will you bring me the homework?
|
| If you need me,
|
call my cell phone.
|
| If I hadn’t done the homework,
|
I wouldn’t have understood.
|
| If my head hurt,
|
then I would take a pill.
|
| If my head hurts,
|
then I will take a pill.
|
Movie
- Count the Conditionals. In a repeated viewing of the movie, have students count the number of conditional sentences and tally them on a chart. Make sure they don’t confuse wish sentences with conditionals. Answer:
1st Conditional: 3
2nd Conditional: 7
3rd Conditional: 3
Alternatively, prepare sentence strips from the conditional sentences in the movie. In pairs, have students sort the sentences according to the type of conditional.
| If we rub it, do you think we’ll get three wishes? |
| If we get three wishes, we can divide them between the two of us.
|
| We won’t know unless we try. |
| If nothing happened for me, why would it work for you? |
| Because if the magic lamp were real, it would mean that we would only get three wishes. |
| If you could have anything, wouldn’t you want something amazing?
|
| If you had wheels on your feet, you wouldn’t have to walk!
|
| If we had a magic flying carpet, we could fly all around the world!
|
| If I wished for superpowers, I would wish to be super strong and super fast.
|
| It would be very useful if you had that superpower right now!
|
| If I had known that, I wouldn’t have yelled at him to stop.
|
| If I had known it was real, I would have warned you not to waste your wish.
|
| I wouldn’t have wasted my wish either, if I had known!
|
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.
ACTIVITIES
- There are many possible activities to do using the vocabulary lists from the five lessons in Unit 5. For example:
• Sort the words into Abstract and Concrete Words.
• Use the lists for an Open Word Sort.
• Use any (ten) of the words in a Story Impression activity.
• Make a chart of Word Families.
- Fairy Tale Warnings. Prepare a list or pictures of fairy tales that the students are familiar with. Students must think of warnings or advice for the characters, using conditional sentences. For example: Little Red Riding Hood: If you see a wolf, you should run!
Suggested Fairy Tales: The Emperor’s New Clothes, The Frog Prince, The Elves and the Shoemaker, Beauty and the Beast, The Pied Piper of Hamlin, Hansel and Gretel, Jack and the Beanstalk, Cinderella, Rapunzel, Snow White, Sleeping Beauty, Rumpelstiltskin.
- The Shel Silverstein poem “Whatif” is a fun way to practice conditionals. You can ask the students to determine which conditional is being used, and also to think of results for each condition asked.
- There are some wonderful books written by Steve Jenkins that can be used to practice conditional sentences, such as:
Never Smile at a Monkey
What Do You Do With a Tail Like This?
What Do You Do When Something Wants to Eat You?
Students can practice any form of conditional, depending on the question or task you ask of them.
- Many songs using Conditionals were suggested in the Lesson Plans of Unit 5. You can play a bit from various songs and have students complete the conditional phrases.
|