Education Standards
Rewrite for ELLs L1 L2
Spring Script
TPR
Lesson on Frog and Toad: Spring, with modifications for ELLs
Overview
A lesson plan for 2 days of 1st grade based on Frog and Toad are Friends, Chapter 1: Spring, which includes modifications for English Language Learners at all levels of language acquisition, including newcomers (Level 1).
This can be used in:
A mainstream class
A mainstream class that includes some/many English Language Learners (ELLs)
A sheltered instruction class
A bilingual/multilingual class
Frog and Toad are Friends Chapter 1: Spring
Frog and Toad are Friends Chapter 1: Spring
1st grade Day 1 (30-40 minutes), Day 2 (30-40 minutes)
Content objectives:
Common Core State Standards:
RL.1.2 Retell stories, including key details and demonstrate understanding of their central message or lesson.
RF.1.3.F Read words with inflectional endings.
Language objectives:
WIDA ELD Standards:
ELD-LA.1Narrate.Interpretive: Multilingual learners will interpret language arts messages by:
- Identifying a central message from key details
- Identifying how character attributes and actions contribute to an event
- Identifying words and phrases that suggest feelings or appeal to the senses
Vocabulary: SW read these words in the form listed in group practice and as part of the book
ELL Level 1-2 wake up go away pushes | ELL Level 3-4 pushed pulled tore | ELL Level 5+ count will skip knocked | English L1 shutters meadows calendar |
SWBAT respond to these verbs in command form by performing the corresponding action | SWBAT point to images that correspond with these words |
Materials:
- For all students:
- Printed copy of the picture file
- Printed copy of the Spring Script
- Scrap paper (any size) to have during TPR
- Copy of the book (for each student or for small groups)
- For each group of 3-4 students:
- Printed and cut out copy of the labels
- For whole class:
- Printed / Displayed TPR visual and written supports
- For all ELL students at Levels 1 & 2:
- Printed adhesive notes of the re-written story, posted into the corresponding pages of the book
- Pre-record the re-written story and a tablet/laptop & headphones, unless an aide will read with ELLs at Levels 1 & 2
Works well with units/themes focused on:
- Friendship
- Opposites
- Changing seasons
- Hibernation
- House vocabulary
Day 1
Building language: TPR (Total Physical Response): (3-5 minutes) Write on the board & give commands and have the whole class act out, introduce the words 2 at a time, then move to the next 2, then do all 4, etc.
Look / Skip / Run / Swim
Go to sleep / Wake up / Go away / Come back
Push the paper away from you / Pull the paper toward you / Tear the paper
Before reading (8-10 minutes):
Book introduction: “This is a book called Frog and Toad are friends [point to the title]. It is about two friends; one is a frog, named Frog, and one is a toad, named Toad [point to the characters]. These friends have many adventures. Today, we will read about Frog and Toad. They will help each other, spend time together and have fun. What do you do with your friends to have fun? [response time]”
Story Introduction: “Some animals sleep all winter long. They hibernate. Toads, frogs and bears sleep during the winter and wake up in spring. [pause] The first story in this book is called Spring [point to tile]. In this story, Frog wants Toad to wake up because it is spring. Look at this picture [Toad in bed, under the covers] is Toad awake in this picture? [response time]. Look at this picture [front porch] is Toad awake in this picture? [response time]. Do you think Toad will wake up? [response time]. As you read, think about the ways that Frog tries to get Toad to wake up. How would you get Toad to wake up? [response time]”
Reading practice
- Read as a whole class: either all the words as a whole class or identify just 2-4 per column
- Then, in groups, students at each level should look through the book to identify those words, underlining or using adhesive arrows/highlighting to mark them in the book
ELL Level 1-2 is / am / are here no / not | ELL Level 3-4 path front covers | ELL Level 5+ | English L1 |
inside outside begin | |||
wake up go away pushes | pushed pulled tore | count will skip knocked | shutters meadows calendar |
Reading: (5-10 minutes)
For ELL levels 1-2s have a pre-recorded reading of the re-write of the book for them to follow along with -or- have an aide read aloud with them while they follow along. They should have time to read through twice.
For all other students, have them read silently. You may want to meet with a guided reading group to work on reading strategies or rotate through the class.
After reading: act out and discuss the story: (10-15 minutes)
Have 4 students act out and read the Spring Script (p. 8-9). If you can, get an ELL to act as Frog or Toad.
- Practice inflection – ask the class/audience to help with inflection of sentences that end with exclamations and question marks.
After acting out the script, discuss the story:
- “What is Frog like? Is he energetic or tired? Is he happy or grumpy?”
- “What is Toad like? Is he energetic or tired? Is he happy or grumpy?”
- “Why does Frog want Toad to wake up? What were some activities (some things) that Frog wanted to do with Toad?”
- “Why wouldn’t Toad wake up?”
- “How did Frog finally get Toad to wake up?”
- “Do you think Frog tricked Toad? What in the story shows that he did (or did not) trick Toad?”
Day 2
Building language: TPR (Total Physical Response): (5-7 minutes) Write on the board & give commands and have the whole class act out, re-introduce the words 3 at a time, then move to the next 3, then do all 6, etc.
Variation 1: Once you have gone through all the words multiple times, the children can take turns being the teacher and giving commands from the list.
Variation 2: You can also give commands in different emotional contexts, ie “you are sleepy, skip like you are sleepy” “you are grumpy, push the paper away from you like you are grumpy”
Look / Skip / Run / Swim
Go to sleep / Wake up / Go away / Come back
Push the paper away from you / Pull the paper toward you / Tear the paper
Before reading/acting (8-12 minutes) in groups of 3-4:
Label images: Using the picture file with either each language-level having their own words, or with all the labels mixed for the group and have students take turns placing labels so that lower-language level ELLs have opportunities to participate.
“Read the words on the pieces of paper that you have. Can you use the words to label those parts of the pictures of the story? [pause] f I had the words ‘front porch’ on a paper, where could I put that paper on these pictures? Where is the front porch? [place paper in the wrong location] Should I put the label here? [pause for response]. What if I put it here? [place the paper in the correct location & pause for response]. Now, in your group, take turns, one at a time, putting a piece of paper on the part of the picture that it describes.”
Reading practice: “Yesterday we read the first chapter a book called Frog and Toad are friends. That story was called Spring. Yesterday some of our friends (classmates) acted out and read a play version of the story. Today, you will work in groups and act out the play together. But, before we do that, let’s practice reading some lines from the script.”
Display or write on the board:
Frog shouts: Toad! Toad! Wake up! It is spring!
Toad, sleepily: Blah.
Toad shouts: Help! I cannot see anything!
Frog cries: But Toad! You will miss all the fun!
Toad asks: May? Is it May already?
Frog asks: Toad, where are you?
As you practice these lines, point out the dialogue tags (e.g. cries, shouts, asks) and the punctuation marks (e.g. exclamation points and question marks) and how that changes the tone of the sentence or word.
Note: the last question “Toad, where are you?” can have inflection raised on “are” or on “you” depending on emphasis.
Act out the play in small groups (8-10 minutes) in groups of 3-4 [narrators 1 & 2 can be 1 person]
Assign roles for the script read-through (or have students choose).
“Now, read through only your character’s lines in a whisper voice. Pay attention to the emotion of the character, are they happy or sad or sleepy? What changes should you make to your voice? Also, pay attention to the punctuation mark at the end of the sentence. For exclamations, BE LOUD! But at the end of questions, shouldn’t your voice go up?” [circulate while students practice their lines]
“Now, read through the script together. Remember, be expressive! You can move the way your character would move and sound the way your character would sound.”
Informal assessment: Retell the story (5-7 minutes)
ELL Levels 1-2 with teacher Using the picture file, point to the picture that the teacher describes | ELL Levels 3+ Using the picture file, retell the story with a partner | English L1 Using the picture file, write what happened in the story |