GRADES 3-5; 6-8; 9-12
OBJECTIVES
Students will:
- Describe relationships among words as they complete analogies.
- Research famous quotes and turn them into reported speech.
- Illustrate and retell the plot of the movie using a comic strip template.
VOCABULARY
puppet (n)
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sound (n, v)
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dear (adj, n)
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wolf (n)
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short cut (n)
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furry (adj)
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stranger (n)
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obey (v)
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sharp (adj)
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ear (n)
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hug (v)
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round (adj)
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path (n)
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whisper (v)
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rude (adj)
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PREPARATION
- Bring in puppets or invite students to bring puppets to school.
- Make copies of the Word Analogies exercise, or write it on the board.
- Make copies of the Reporting Verbs exercise.
- Make copies of the Comic Strip template.
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.
- Have a class discussion about puppet shows. Ask students to share what they know about them and ones they’ve seen. Show examples of puppet shows from the Internet. Then have partners do a modified Story Impression activity using the new words. After they write a short dialogue, they can perform it for the class using the puppets.
- Have students work in pairs to complete the Word Analogy activity using the new vocabulary to complete each analogy. As you review the completed sentences with the class, prompt students to identify the relationship among the words in each analogy, such as synonyms, antonyms, examples, and word families. Then invite partners to write three additional analogies together, using any words they wish. They may use words from this lesson, or click the Word List button in any BrainPOP ESL lesson for an extensive list of words. Remind them that they must be prepared to describe the relationships among the words.
1. Polite is to __________ as true is to false.
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2. Knife is to sharp as kitten is to _____________.
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3. Wolf is to ___________ as rabbit is to prey.
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4. Shout is to ___________ as cry is to laugh.
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5. Triangle is to triangular as circle is to _____________.
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6. Kick is to foot as ______________ is to arms.
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- Project the picture side of Flash Words onto the board or interactive white board. Have students label the words they know and then flip the pictures to check if they are correct.
Grammar
- Watch the Grammar movie. Pause before Ben repeats what he has said and challenge students to make the reported speech statement. Then continue playing, for students to check their answers.
- Play the Telephone game with students. Divide the students into groups, and have the groups each form a circle. Whisper a sentence to one student in each circle. That student whispers the sentence to the student to his or her right, using reported speech (e.g., Ms. Smith said…). The last student says the original direct sentence. If there is a mistake, then go back around the circle with each student reporting what he or she heard.
- Project some examples of famous quotes and ask students to relate each one using reported statements. For example:
a. Martin Luther King, Jr. said that he had a dream.
b. Julius Caesar said that he had come, he had seen, and he had conquered.
For homework, assign students to research at least three other famous quotes, writing each one on a separate index card. Have students read their quotes, turning them into reported speech. Then ask other students what the original quotes were, and discuss what the speakers meant in context.
- Make copies of the sentences below and distribute to students. Instruct students to change each sentence to a reported statement using reporting verbs found in this lesson’s Know More: add, admit, agree, complain, conclude, consider, convince, cry, explain, guess, inform, observe, persuade, promise, remind, repeat, roar, suggest, tell, think, say, scream, shout, whisper, yell. To differentiate for an added challenge, have students fold their papers and look only at the left side of the page.
Reporting Verbs
1. “The food is terrible.”
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He ____________ that the food was terrible.
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2. “I broke the window.”
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She ____________ that she had broken the window.
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3. “I will never do it again.”
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He _______________ that he would never do it again.
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4. “You did the right thing.”
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She ____________ that I had done the right thing.
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5. “There are around 50 gumballs in the machine.”
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She ____________ that there were around 50 gumballs in the machine.
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6. “I’m very angry!”
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He _____________ that he was very angry.
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7. “You should buy the pink sweater.”
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She ___________ me that I should buy the pink sweater.
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8. “The movie will start at eight o’clock.”
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He ___________ me that the movie would start at eight o’clock.
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Movie
- Discuss fairy tales as a genre with the class. Ask students to think about what fairy tales have in common and jot them down in a web. To differentiate and add more support, prompt them by asking where the stories are set, who the characters often are, and what kind of things happen in fairy tales. Brainstorm a list of fairy tales that they have heard or read.
- In a repeated viewing of the movie Little Red, pause after a character says a line, and ask, “What did he say?” Students must answer using reported speech. Note: We will learn about Reported Questions and Commands in the next lesson, so you may not want to ask about those.
- After watching the movie, distribute the Comic Strip template. Students create illustrations to tell the story of Little Red. When they are finished, invite students to retell the story to a partner or the class, using their comic strips.
Features
- Watch Hear It, Say It. Students may listen and repeat sentences from the movie.
- Have partners do the Hear It, Say It activity together, taking turns listening to a sentence and reporting what they heard to their partners. Tell them to pay attention to the changes that reported speech requires.
- Students complete the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.
ACTIVITIES
- Point out the descriptive adjectives in the movie (i.e., round, sharp, furry). Ask students to think of more adjectives that describe how something looks or feels. They can also browse through the Word List for ideas. List the adjectives students say on the board. Tell students to draw a picture of a character using the adjectives accurately. For example, they might draw Moby with sharp teeth, big ears, and furry arms. When they finish, invite students to describe their drawing to a partner without showing it to him or her. They might choose to sit back to back to shield their drawings from their partner. Each partner draws a picture based on the other’s description. Have students compare their drawings, and then switch roles.
- For homework, assign students to find a song they like and paraphrase it, reporting what the singer said. Have them report the “story” of the song to the class, and ask their classmates to guess what it is.
- With a partner, or in groups of three, students turn the movie Little Red into a dialogue, changing the reported statements to direct speech. They should have three characters: Little Red, her mother, and the wolf. Allow time to prepare and practice their skits, and then perform them for the class.
- Many fairy tales have different cultural versions. Choose a fairy tale, and have students share the versions they know from their countries. Complete a Venn diagram together, comparing and contrasting versions.
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