In the BrainPOP ELL movie, Let’s Go Outside (L1U3L5), Ben and Moby are bored and look for something exciting to do outside. In this lesson plan, adaptable for grades K-8, students find details in the movie for collaborative written descriptions using plural nouns, determiners, quantifiers, and there is / are.

### Students will:

1. Collaborate writing descriptive sentences using there is / there are, determiners, and quantifiers.
2. Review and edit their peers' writing.
3. Listen for details and relate information as accurately as possible.

### Vocabulary:

At home, in town, at the park, at the zoo

### Preparation:

Write the questions from Activity #2 (Telephone) on the board or chart paper, and cover them up until ready:
• 1. How many monsters are there?

• 2. How many oranges are they eating?

• 3. How many bananas are there?

• 4. How much milk is there?

• 5. How many sandwiches are they eating?

• 6. They're eating sandwiches, oranges, bananas, and ____.

### Lesson Procedure:

1. What’s There? For a repeated viewing of the movie Let's Go Outside (L1U3L5), ask the students to divide a piece of paper into four categories or columns and label them with the different locations from the movie: At Home, In Town, At the Park, At the Zoo. Show the movie again, pausing each time Ben and Moby are in a new location, and have the students write down all the things they see there. For example, At Home: popcorn, drinks, a television; In Town: many people. After the movie, divide the class into groups of four, and have each student choose one of the four locations. They will be the scribe for that location. Tell each group to turn the lists into complete sentences that describe each location. Have them begin with Home. Each group member relates information from their list, using complete sentences and the scribe for that location writes them down. For example: There is some popcorn at home. When they have all shared their sentences for Home, they do the same with Town, etc. Give them time to edit and review their four descriptions, passing each page around for all four group members to review. When they have finished, have the groups share their descriptions with the class, and decide which group has the most complete and detailed description for each location.
2. Telephone. Divide the class into equal groups by rows or tables. The object of the game is to pass along a message from one student to the next in each group until the last student receives it. The group that passes the message accurately enough to answer questions about the message, wins. Whisper this message to the first student in each group: There are three tall red monsters sitting under a tree outside. They're drinking a lot of water and eating ten sandwiches, an onion, nine oranges and six bananas. Each student then whispers what he or she heard to the following student. When the last student in every group has heard the message, reveal the following questions on the board or chart paper. The last member in each group must write down the answers to the questions.

1. How many monsters are there?

2. How many oranges are they eating?

3. How many bananas are there?

4. How much milk is there?

5. How many sandwiches are they eating?

6. They're eating sandwiches, oranges, bananas and ____.

The group whose student representative answers the most questions correctly wins.
Filed as:  1.3.5 - Review: Nouns and Articles, 3-5, 6-8, Adjectives, BrainPOP ELL, CCSS.ELA-Literacy.L.1.1h, CCSS.ELA-Literacy.L.1.5c, CCSS.ELA-Literacy.L.2.5a, CCSS.ELA-Literacy.L.K.1c, CCSS.ELA-Literacy.L.K.1f