INTEGRATED UNITS #17:

PowerPoint Presentation of America the Beautiful

"America the Beautiful"

Based on the book “America The Beautiful”
By SCHOLASTICS, CARTWHEEL BOOKS
Copyright c 2001 by Scholastics, Inc.

VOCABULARY: 

Positive Words to be used throughout the lesson

As students perform desirable behaviors posted.

 

Fantastic

Expert

Tremendous

Magnificent

Amazing

Clever

Breathtaking

Good

 

EXPRESSIONS:

O!

God!

Beautiful!

 

COLORS:

Amber

Purple

 

NATURE:

Sky / skies

Mountains

Plains

Sea

        Waves

 

POSITION:

Above

From

To

With

 

FOODS:

Fruits

Grains

 

QUALITIES:

Spacious

Fruited

Shining

Brotherhood

Majestic

 

People / Nature

Majesties

                Crown

                Thee

                Thy

 

ACTIONS:

Give / throw

Shed

Crown

 

SIMILAR WORDS:

You are so good / goodness

You are so intelligent / intelligence

You are so talented / talent

You are experts

You are grate

 

Grace

 

IDEAS:

Brotherhood

 

LOCATIONS:

America

Pacific

Atlantic

 

Lesson – sequence of activities

 

GOAL:  AFTER a thorough development of the vocabulary in America The Beautiful, English Language Learners will sing the song with 100% understanding of ALL the words in the song, while reading the words in the song for the first time.

 

Materials:  Scholastics “America The Beautiful”

                        (with words for the song COVERED with

paper strips.)

                Vocabulary list shown above, in the order

presented.  Pictures from the Scholastic book

“America The Beautiful” and from other sources.  Vocabulary words are introduced throughout the lesson, and the words are written on the board as they are introduced.

                Chart, displaying horizontal lines (without any

words) for each word in the song.   Below each blank line the numbers 1 to 37 are written.

                Power Point presentation of pictures and words in

the song.

 

FIRST ACTIVITY: 

Students (English Language Learners – second graders) are greeted by the teacher as they enter the classroom. 

Activity #2: The posters displaying the desirable behaviors to be observed during the lesson are shown and the Positive Words are introduced as students display the posted behaviors. Positive words are written on the board.

Activity #3: Using pictures in the book (with words covered) and other pictures gathered for the lesson, the vocabulary words are introduced in the meaningful categories listed above.   Words are written on the board in the categories shown above.

Activity #4: Teacher explains that the chart with blank lines represents the words in a song they are about to hear.   Students are to listen to the song and select from the written-on-the-board vocabulary, the words they hear in the song and the position of the word in the song (the number under each line).

Activity #5:  Students listen to the teacher and teacher assistants as they sing together the song.   As they sing, the teacher points to the blank lines (pointing only at the beginning of each line in a verse, NOT to each and every single line representing each and every single word).

Activity #6: Students tell teacher which words they heard and the corresponding number of each word on the chart. 

Activities #5, 6 are repeated until most or all of the words in the song are identified.

Activity #7:  The PowerPoint presentation is displayed, showing the pictures and the words of the song.   Teachers and students join in singing the song.

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net