Student will be able to match type of item to

place of delivery

Student will be able to ask for

and follow simple directions to find place of delivery

Student will be able to make

simple conversation

about delivery and signature

Student will be able to read a basic map and identify street

names and common places

Student will learn the names of neighborhood stores and places

Student will be able to identify

the name of workers who work in the community

Culminating Activity: Student

will be able to complete a delivery to a neighborhood

location

UNIT: Making a Delivery

UNIT: Making a Delivery Sub-Topic: Neighborhood Places, Stores, and Jobs

Key vocabulary words for the sub-topic: library, supermarket, bank, school, clothing store, shopping mall, police station, fire station, restaurant, factory, packaging plant

Content and Language ObjectivesSWBAT… Activities and Grammar Resources CASAS Correlation

Student will be able to name neighborhood stores and places

Vocabulary o Students will look at

large pictures of community places and practice pronouncing the name

o Students will match pictures of places with the name

o Students will write the name that corresponds to places located on a map

o “Where do you go? What do you do? Class sort”

o Play “where do you go/what do you do” Concentration

Writingo Students will do

dictation using the names of places in the community

Speakingo Students will practice

pronouncing the

Hubbs EL Civics Curriculum

Out and About p. 35-36

Avenues Picture Cards

1.2.6 Identify places to purchase goods and services

2.5.8 Identify community organizations and their purpose and functions

4.1.8 Identify common occupations

names of community places while looking at corresponding pictures

o Students will practice short dialogues about what each community place does or is used for

o Students will identify and speak about places in the community that they visit

UNIT: Making a Delivery Sub-Topic: Community Workers

Key vocabulary words for the sub-topic: teacher, nurse, cashier, police officer, firefighter, clerk, packager, assembly line worker, waiterContent and Language Objectives

SWBAT… Activities and Grammar Resources CASAS Correlation

Student will be able to identify the name of workers who work in the community

Vocabularyo Students will look at large

pictures of community workers and practice pronouncing the name

o Students will match pictures of workers with the name

o Students will write the name that corresponds to a worker’s title

o Place/Job/Duty Class Sort Writing

o Students will do dictation using the names of community workers

Taking Off Beginning English Chapter 9

Photo cards Teacher-made dialogues

3.1.4 Identify common types of medical and health practitioners and specialists

4.1.8 Identify common occupations and the skills and education required for them

Speakingo Students will practice

pronouncing the names of community jobs while looking at pictures

o Students will practice dialogues about “what is your job?” and “where do you work?”

UNIT: Making a Delivery Sub-Topic: Common items used to perform jobs

Key vocabulary words for the sub-topic: stamps, bandages, pencils, money, shirt, Content and Language Objectives

SWBAT… Activities and Grammar Resources CASAS Correlation

Student will be able to identify common items that are used to perform different jobs and match type of item to place of delivery

Vocabularyo Students will match

pictures of places with pictures of common items used at those places

Writingo Students will do dictation

using the names of items Speaking

o Students will practice pronouncing the names of items out loud while looking at corresponding realia.

Hubbs EL Civics Curriculum

Realia

4.5.1 Identify and use common tools, equipment, machines, and materials required for one's job

UNIT: Making a Delivery Sub-Topic: Asking for, giving, and following directions to find a specific location

Key vocabulary words for the sub-topic: where, next to, between, on, street, avenue, corner, across fromContent and Language Objectives

SWBAT… Activities and Grammar Resources CASAS Correlation

Student will be able to ask for and follow simple directions to find place of delivery

Vocabularyo Students will learn and

practice using prepositions of place, i.e. on, next to, across from

o Students will identify names of streets on a map

o Students will identify abbreviations such as St. and Ave.

Writingo Students will write short

answers to questions about where places are located on a map, using both fill-in-the –blank and full sentences.

Speakingo Students will practice

using dialogues both asking and answering questions about where places are located.

Taking Off Beginning English p. 142-143

Hubbs EL Civics Curriculum

Student made maps Common classroom

items Teacher-made dialogues

2.2.1 Ask for, give, follow, or clarify directions to a place or location, including reading signs

UNIT: Making a Delivery Sub-Topic: Receiving a signature

Key vocabulary words for the sub-topic: delivery, signature

Content and Language ObjectivesSWBAT… Activities and Grammar Resources CASAS Correlation

Student will be able to converse about delivery and signature

Vocabularyo Students will understand

the words “delivery” and “signature” through in class discussion and demonstration

Writingo Student will be able to

write their name Speaking

o Students will practice dialogues that involve asking for a signature

Hubbs EL Civics Curriculum

Blank MFIP Job Class Reporting forms

Realia with signature lines

Teacher-made dialogues

4.8.3 Demonstrate effective communication skills in working with customers and clients

0.1.4 Understand or use appropriate language in general social situations (e.g., to greet, introduce, thank, apologize)

UNIT: Making a Delivery Sub-Topic: Reading a map

Key vocabulary words for the sub-topic: Content and Language Objectives

SWBAT… Activities and Grammar Resources CASAS Correlation

Student will be able to read a basic map including directions and identify street names and common places

Vocabularyo Students will review

prepositions of place. Writing

o Students will use a map to answer questions about locations on the map, using both fill-in-the-blank and full sentences.

Speakingo Students will practice

dialogues involving

Hubbs EL Civics Curriculum

Student-made maps Realia maps Teacher-made dialogues

2.2.1 Ask for, give, follow, or clarify directions to a place or location, including reading signs

location of community places, including street name as part of the location.

Length: approximately 25-30 hours

1. Student will be able to name neighborhood stores and places a. Vocabulary

i. Students will look at large pictures of community places and practice saying the nameii. Students will match pictures of places with the name

iii. Students will write the name that corresponds to places located on a mapb. Writing

i. Students will do dictation using the names of places in the community c. Speaking

i. Students will practice saying the names of community places while looking at pictures ii. Students will practice short dialogues about what each community place does or is used for

iii. Students will identify and speak about places in the community that they visit2. Student will be able to identify the name of workers who work in the community

a. Vocabularyi. Students will look at large pictures of community workers and practice saying the name

ii. Students will match pictures of workers with the nameiii. Students will write the name that corresponds to a worker’s title

b. Writingi. Students will do dictation using the names of community workers

c. Speakingi. Students will practice saying the names of community jobs while looking at pictures

ii. Students will practice dialogues about “what is your job” and “where do you work”3. Student will be able to match type of item to place of delivery

a. Vocabularyi. Students will match pictures of places with pictures of common items used at those places

b. Writing

i. Students will do dictation using the names of itemsc. Speaking

i. Students will practice saying the names of items out loud while looking at pictures 4. Student will be able to ask for and follow simple directions to find place of delivery

a. Vocabularyi. Students will learn and practice using prepositions, i.e. on, next to, across from

ii. Students will identify names of streets on a mapiii. Students will identify abbreviations such as St. and Ave.

b. Writingi. Students will answer, in writing, questions about where places are located on a map, using both fill-in-the –blank and full sentences.

c. Speakingi. Students will practice using dialogues where they ask and answer questions about where places are located.

5. Student will be able to make simple conversation about delivery and signaturea. Vocabulary

i. Students will understand the words “delivery” and “signature” through in class discussion and demonstrationb. Writing

i. Student will be able to write their name c. Speaking

i. Students will practice dialogues that involve asking for a signature 6. Student will be able to read a basic map and identify street names and common places

a. Vocabularyi. Students will review prepositions of location

b. Writing i. Students will answer, in writing, questions about locations on the map, using both fill-in-the-blank and full sentences.

c. Speakingi. Students will practice dialogues involving location of community places, including street name as part of the location.

7. culminating activitiesa. Students will play roles – workers, delivery people, or people on the street. A “city block” will be set up in the hallway, with street names, and

“buildings” that represent places in the community. Each student worker will be assigned a building, i.e. the nurse will stand at the hospital. Each delivery person will have a collection of items to deliver, i.e. bandages for the hospital, books for the library, etc. They will also have a sheet which tells them where to deliver – the name of the building – but not the address. Each delivery person will have to ask directions to the building. At the building, they will have to have a simple conversation about what they are there to do, and ask for and receive a signature from the worker. If there is time, students can take turns playing different roles.

b. Students will complete a short reading.

Textbooks

1. Side by Side Book 1 Third Edition, p. 14, 562. Side by Side Activity Workbook 1, p. 413. Word by Word Literacy Workbook p. 46-51

Other materials:1. paper2. scissors3. tape4. realia such as items to be delivered, items that help identify workers,5. pictures of community places and workers 6. materials for making street names and “buildings” for culminating activity 7. name tags to identify students as having different jobs

I need ____________________.

Where can I go?

Go to the __________________________.

I need ___________________________.Where can I go?Go to the ______________________________.

I need to learn English.Where can I go?

Go to ____________________________.

I need to see a ______________________.Where can I go?

Go to the _________________________________.

Culminating Activity

Students will play roles – workers, delivery people, or people on the street. A “city block” will be set up in

the hallway, with street names, and “buildings” that represent places in the community. Each student worker will

be assigned a building, i.e. the nurse will stand at the hospital. Each delivery person will have a collection of items

to deliver, i.e. bandages for the hospital, books for the library, etc. They will also have a sheet which tells them

where to deliver – the name of the building – but not the location. Each delivery person will have to ask directions

to the building. At the building, they will have to have a simple conversation about what they are there to do, and

ask for and receive a signature from the worker. If there is time, students can take turns playing different roles.

1. I need a book. Where can I go?

2. Go to the_________________________________________.

1. Where is the library?

2. The library is______________________________________.

1. I need money. Where can I go?

2. Go to the ____________________________.

1. Where is the bank?

2. The bank is______________________________________.

1. I need to learn English. Where can I go?

2. Go to ______________________________.

3. Where is the school?

4. The school is ______________________________________

1. I need to shop for food. Where can I go?

2. Go to the ___________________________.

3. Where is the supermarket?

4. The supermarket is _________________________________.

I need to deliver books. Where do I go?Go to the ______________________.Where is the library?The library is _________________________________.

I need to deliver stamps. Where do I go?Go to the ________________________.Where is the post office?The post office is ________________________________________.

I need to deliver pencils. Where do I go?Go to the ________________________.Where is the school?The school is _____________________________________________.

I need to deliver bandages. Where do I go?Go to the __________________________________.Where is the hospital?The hospital is ____________________________________________.

I need to deliver shirts. Where do I go?Go to the ___________________________________________.Where is the clothing store?The clothing store is ________________________________________.

I need to deliver laundry soap. Where do I go?

Go to the ____________________________.Where is the Laundromat?The Laundromat is ___________________________________________.

I need to deliver fruit. Where do I go?Go to the ________________________________.Where is the supermarket?The supermarket is ___________________________________________.

I need to deliver beef. Where do I go?Go to the ______________________________________.Where is the restaurant?The restaurant is ___________________________________________________.