6-25-12+Beginning+ELD

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** Unit 5 Essential Question: How Important Is It To Fit In? ** ** June 25, 2012 **
 * ~ Learning Objectives ||~ Homework ||~ Homework Due Today ||~ Instructional Resources for Unit 5 ||
 * Students will:
 * learn about prepositions.
 * write about literature.
 * learn new vocabulary.
 * learn about synonyms and antonyms.
 * learn to make connections when reading. || * Scan "Cochlear Implants: Two Sides of the Story" for Vocabulary. ||  || * Reading and Writing Transparencies
 * Grammar Transparencies
 * Cluster 1 Selection Summaries
 * Cluster 2 Selection Summaries
 * Cluster 3 Selection Summaries
 * EQ and Selection Links for Students
 * Fluency Passages
 * Review Activity ||

Agenda: 0. Each day starts with students copying the learning objectives and homework in their notebooks. Before beginning the lesson, help students understand the learning objectives. Refer back to the learning objectives during the lesson.

1. Introduction to the teacher and the course. Set class expectations.

2. 6/25/12 The Essential Question page 326
 * Students copy the red title above at the top of a new page in their notebooks.
 * Tell students this assignment will look like Cornell Notes. Ask students what Cornell Notes look like.
 * Where do we draw the lines?
 * What goes on the left? the right?
 * What goes on the bottom?
 * Each new unit starts with an essential question, which is the thematic focus of the unit. All of the stories we read for this unit will have to do with fitting in.
 * Ask: What does "fitting in" mean?
 * Create a bubble map on the white board, recording student responses as to what it means to fit in.
 * Think-Pair-Share:
 * Tell students to copy the essential question, Cornell Note style, into their notebooks. Explain the question to students--ask students to translate for each other so they all understand what the question is asking.
 * Give students 2 or 3 minutes to write their response to the question, in any language, on the right side of their notes.
 * Tell students to turn to the person next to them and share their answer to the question.
 * Ask some student volunteers to share their responses with the class.
 * Speaking Activity, page 326
 * Have students read/study the graph on page 326.
 * Ask students how they would answer.
 * Take a quick poll of the class.
 * Tell students to copy the question in the graph on the left side of their Cornell Notes and create a graph showing the class' response on the right side of their notes.
 * Show students Reading Transparency 29 and have them use the sentence parts to write a sentence about the graph on page 326 and another sentence about the graph showing student responses.

3. 6/25/12 Study the Concept Cornell Notes, page 327
 * Students copy the title in a new page of their notebooks.
 * Have students copy/define in their own words these 3 words:
 * believe
 * belong (as in, the feeling of belonging)
 * judgment (as in, making judgments)
 * Have students write the 3 questions on page 327 in their notes. Review each question with the class. Ask students to explain the questions to each other. Be sure students understand what the questions are asking.
 * Give students 3 to 5 minutes to write their responses. Tell students to use the highlighted words in their responses.
 * Have students form groups of 3 to 4 to share their answers.
 * Call on groups to report their responses. ("We think...")

4. 6/25/12 Vocabulary and Grammar Practice
 * Students copy the title in a new page of their notebooks.
 * Grammar
 * Grammar Transparencies (today, complete #79 on page 7 of this link)

5. Synonyms and Antonyms
 * Page 172 of the Interactive Practice Book.
 * Use the top of the page to explain synonym and antonym clues.
 * Complete 1-2 and 5-6 with students, then challenge them to complete the rest on their own or in pairs.

6. 6/25/12 More Grammar Practice, page 352


 * Students copy the title in a new page of their notebooks.
 * Help students understand the directions on the page.
 * Have students complete the "Say It" portion.
 * Ask students to share some responses with the class.
 * Have students complete the "Write It" portion--then pair-share responses and call on volunteers to share with the class.

7. Introduce new vocabulary
 * Read through the new vocabulary words on page 354. Have students repeat you.
 * Students will complete pages 174-175 in their Interactive Practice Books.
 * Review student responses. Definitions can be written in "easy English" or an explanation in their primary language.

8. 6/25/12 Scan "Cochlear Implants: Two Sides of the Story" pages 356-364" for vocabulary
 * Students copy the title in a new page of their notebooks.
 * Students scan the selection for vocabulary.
 * Challenge students by pointing at difficult words and asking what the word means. Students should be writing/translating all words they don't understand.
 * Some words from this text will be difficult to translate and may require an image. Use Google Images to help students understand these words.
 * Scan for vocabulary is due tomorrow.