Language and Content: Wish and Hope

GRADES 3-5; 6-8; 9-12

VOCABULARY

LESSON PROCEDURE

Vocabulary

1. High-Low Knowledge Chart. Before introducing the new vocabulary, have each student complete a High-Low Knowledge Chart, for these words: flip, slip, stretch, instruct, rules, jealous, weak.
2. Watch the Vocabulary movie to introduce the new words, stopping to ask questions, give examples, and ask students to make connections to the words.
3. Make a large Phonics Flip Book to use with the whole class, or have the students make their own. They will need either a spiral-bound index card notebook or any size regular spiral-bound notebook. A flip book can be used to practice any sounds. The following instructions are to practice words that rhyme with flip and slip.

1. Instructions: Holding the notebook horizontally, cut the pages into four equal sections, including the cover. With a marker, label the pages, one letter per page.
2. In the 4th column on the right, write p on several pages. Since all the words rhyme with flip, they will all end in ip.
3. In the 3rd column, write i on several pages.
4. In the 2nd column, write the following letters, one per page: h, l, n, p, r, s, t, z, h, l, n, r, k, u.
5. In the 1st column on the left, write the following letters, one per page: f, s, b, c, d, g, t, h, w.
With a partner, students can flip the pages and read the following words: hip, lip, nip, pip, rip, sip, tip, zip, flip, slip, blip, clip, grip, trip, drip, chip, whip, snip, skip, quip. Students can look up words they don’t know.
4. 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

1. Watch the Grammar movie. On a repeated viewing of Facts to Know, pause after the first part of each example for students to complete the second part, using wish and hope.
   For example:
   Ben: I don’t have a cat.
   Student: I wish I had one.
2. Wishes. To practice changing the tense following wish, have students say wishes according to prompts.
   For example:
   
   Prompt: We have a test today.
   Student: I wish I didn't have a test today.
   
   Additional Prompts
   We’re having a test tomorrow.
   It’s raining.
   It’s cold today.
   I can’t go to the party.
   She has a cold.
   He’s afraid.
3. Interviews. Have partners interview each other, asking questions such as the following:
   a. What is something you can’t do, but you wish you could?
   b. What is something you don’t have, but you wish you did?
   c. Who is someone you don’t know, but you wish you did?
   d. What is something you wish had never happened?
   e. Where is someplace you wish you were right now?

Movie

1. After watching the movie I Hope We Win (L3U5L4), have students return to the High-Low Knowledge Charts and complete the 3rd column.
2. In a repeated viewing of the movie, have students answer Close-viewing Questions, such as the following:

   Close-Viewing Questions

   a. What’s a positive and negative thing about the yellow plane?

   b. What’s a positive and negative thing about the red plane?

   c. What’s a positive and negative thing about the blue plane?

   d. Find where Ben tells Moby, “You wish!” What would the complete sentence be?

   e. Why did the red plane crash into the tree?

   f. What is Ben jealous of?

   g. What do you think Ben meant when he said that they each have strengths and weaknesses. Name a strength and weakness of both Ben and Moby.

   h. What does Ben see on the box that tells him that the plane will fly very fast?

3. Pause the movie after sentences with wish and sentences with hope. Ask the students if wish and hope can be switched in the sentences. Discuss why or why not.
4. Play the movie again to reinforce how verb tenses go back in time in wish sentences. Pause after each time Ben says a sentence with wish, such as: “I wish I could fly all three.” Students must respond (as Ben) with the short answer: “But I can’t.” Other examples are:
   I wish it could do this. But it can’t.
   I wish you would fly it lower. But you won’t.
   I wish it hadn’t crashed. But it did. (Or “But it has.”)

Features

1. Watch Hear It, Say It. Students may listen and repeat sentences from the movie.
2. Use the Hear It, Say It feature for a sentence completion exercise (found below). Write the sentences on the board or make copies. Have students complete the sentences however they like before listening to the Hear It, Say It feature, and then check their answers later, as they listen.

Complete the sentences with either hope or wish.

Hear It, Say It!

1. The yellow plane flies really high, but it can’t do tricks. I _________ it could do tricks.

2. I __________ it doesn’t hit the tree!

3. But it won’t fly very fast. I ___________ it would fly faster.

4. I _____________ I could stretch like you. I’m jealous.

5. I didn’t know it would be that fast! I __________ I had known.

6. I ______________ I can get my plane out of the tree!

3. Students do the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.