• Registration
• Each student receives 3 ring, 2 pocket binder for semester's handouts
• Review Handouts:

- Past and present: to be, to do, to have, to make
- Present progressive
- Possessive adjectives
- Question words: Who, What, Where, Why, When, How
- Plural forms
- Noun, verb, adjective vocab. list
- Misc.: by, for, at, of, to, and, but

The Weather

• Handout of that day's weather report from USA Today, The Herald, The Boston Globe
• Handouts with vocab. and visuals:

- Time of day
- Comparative adjectives; cold, colder, coldest, etc.
- Precipitation
- Celestial bodies
- Clouds and what they portend
- Tempests
- Tempature/theometer

• Group discussion: What was it like out today?
• Homework handout: Describe the weather;

- Students will be assigned Thursday, Friday, Saturday or Sunday and will answer 10 questions about that day's weather

Oral Presentations of Weather Reports

• Class discussion and review
• Compare & contrast findings with newspaper clippings I bring in that cover the assigned days' weather
• Handouts with vocab. and visuals:

- The four seasons;
- Months of the year
- Use of "from......until"
- Colors
- Parts of a tree
- Parts of a flower (simple); bees, pollen, honey
- Last page of handout will combine season, colors, trees, flowers

• Where I Come From and Where I Live Now

- Working in pairs; students will answer 10 compare/contrast questions re: weather, climate, seasons, etc.
- Unanswered questions become homework

• World Wide Web

- Students search web and find pictures of their home town/city
- Students hand in 10 answered question from last Wed.
- I type in text with images found of home town/city

• Handouts

- All "home town/city image with text" are given to each student
- Each student presents their "ht/ciwt" to class

Map of the World

• Group Activity:
- Map is put in center of table - each student looks for where they used to live and where they live now
- Names are written on masking tape/toothpick banner, stuck onto map, map is rehung
- Handout with vocab. and visuals:prepositions;above, below, next to,etc.

• Group Activity:

- Each student picks the name of a town out of a hat
- Each student has to find the town on the map
- Each town has its own "clue sheet"
Example; Stoneham is North of Boston, Next to Woburn, Above Medford

Panorama (inspired by Mass. Bays Resource Guide For Educators)

• Enlarged versions of panorama displayed on wall
• Handouts with vocab. and visuals from each section;

- Mountain/snow/river
- Forest/stream
- Meadow/lake
- Farm/irrigation
- Suburb/midburb/urban
• Handouts with vocab. and visuals from each section -- Continued;

- Marsh/Bog
- Beach/coast
- Ocean

• Group Discussion

The Farm

• Handouts with vocab. and visuals:

- Crops/vegetables
- Animals/products
- Farm equipment
- Water use; irrigation, wells, septic tank (?)

• Verbal questionnaire:

- "What do you like to eat?"
- "What don't you like to eat?"

The Kitchen

• Handouts with vocab. and visuals:

- Kitchen equipment, utensils
- Cooking methods
- Water use; soak, rinse, steam, boil, poach, etc.

• Working in pairs:

- I will have printed up invitations to dinner from each pair
- Each pair will dream up, write down and present their menus to the class

• Homework:

- Think of a favorite recipe to share with the class

Recipes

• Menus copied and handed back to each student
• Handout with vocab. and visuals:

- Simple measurement
• Students write recipe
• I give one-on-one

Recipes Continued

• Student present recipes

• Recipes copied and given back to each student

• Group project: (3 or more students)

- Each group is assigned a panorama section
- Each group will answer 20 questions re: their section;
What grows in _____?
What kind of water is in a _____?
Do people live in a _____?
What kind of jobs does a _____ provide?
etc.

• Panorama Sections Continued

• Panorama Sections Continued

• Panorama Presentation

- Each group presents its "findings" on its section

• "Findings" from each group copied and given to each student
• The Food Chain (compiled and adapted from Watershed to Bay - A Raindrop Journey and Wetlands Kit for K-12 Educators)
• Handout with vocab. and visuals

- A story of who eats who and how/what/why ends up on our table
- To be read "round robin"
- Emphasis on present and past verb tense

A Raindrop Journey (adapted from Watershed to Bay - A Raindrop Journey)

• Handout with vocab. and visuals
• To be read "round robin"
• A blue, 3-D, gameboard piece raindrop will be moved along the completed panorama which will be in the center of the table

Water At Home

• Handout with vocab. and visuals

- Bathroom
- Kitchen
- Garden
- Washing car
- 15 questions using present progressive to be answered "round robin"

• "How Much Water Are You Using?" pie chart from Water Watchers, Master # 13

Pollution

• Handout with vocab. and visuals
• The Polluted Raindrop Journey:

- A combination of;
- The completed panorama
- Pollution Map (U.S.D.O.)
- Food (dis)coloring
- The 3-D Raindrop begins its journey blue and is replaced by a drop painted in descending gradations of slimy colors until ultimately it is a black dot in the ocean

• I'm leaving the last four classes of the semester an "open curriculum book" because the answer to the question; "How to wrap this up?" appears organically, and not until the final weeks....

• Also, the last class is a party!!!