GRADES 3-5; 6-8; 9-12
OBJECTIVES
Students will:
- Predict the meaning of new vocabulary words and define them after watching the movie They’re Endangered! (L3U1L1).
- Identify, practice and construct present simple sentences in the passive voice.
- Apply the vocabulary and concepts of endangered animals and extinction in listening and speaking activities.
VOCABULARY
General Vocabulary
| fish (n)
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save (v)
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law (n)
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| penguin (n)
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destroy (v)
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ice (n)
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| seal (n)
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kill (v)
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visible (adj)
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| danger (n)
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die (v)
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melt (v)
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| clap(v)
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Content Vocabulary
| habitat (n)
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endangered species
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| species (n)
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extinct (adj)
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PREPARATION
- Gather visuals to help reinforce the vocabulary words.
- Make copies of the Make-a-Prediction and Endangered Species graphic organizers
- Prepare enough sets of the vocabulary words for each pair of students to use in a Closed Word Sort.
- Prepare the Active-Passive Sentence Strips below to be used either on the board, a pocket chart, or with an interactive white board.
| I buy the apples.
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The apples are bought by me.
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| I take the apples home.
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The apples are taken home.
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| I wash the apples.
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The apples are washed.
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| I put the apples in a bowl.
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The apples are put in a bowl.
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| I eat the apples.
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The apples are eaten.
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| I make an apple pie.
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An apple pie is made.
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LESSON PROCEDURE
Vocabulary
- Watch the Vocabulary movie to introduce the new words, using more visuals and the Think Aloud strategy. Stop to ask questions, give examples, and ask students to make connections to the words.
- Have students choose one of the following words to create a Word Map: extinct, endangered, habitat, species, law.
- Distribute copies of the Make-a-Prediction Graphic Organizer. Have students fill in the first half (What Do You Think it Means?) from their own prior knowledge and the information they learned in the Vocabulary movie. Have them complete the second half (Definition from the movie) as they watch the movie.
- 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
- Introduce the concept of active and passive voice with a Concept Attainment activity so that the students make their own conclusions about the differences between the two voices. The suggested example can be made into sentence strips on the board, pocket chart, or interactive white board.
- Watch the Grammar movie.
Movie
- Tell students to pay attention to passive sentences as they watch the movie.
- Pause during the movie to check for comprehension. Students answer the questions by restating in their own words. Encourage students to answer questions in the passive voice.
Some suggested questions:
a. Where are penguins found?
b. When is a whole species extinct?
c. Why are harp seals endangered?
d. What can be done to help save endangered animals?
- On a second viewing, pause at appropriate places for students to fill in the second half of their Make a Prediction graphic organizers.
Features
- Watch Hear It, Say It. Students may listen and repeat sentences from the movie, or record their own voices and listen back.
- Students do the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.
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