7-10-12+Beginning+ELD

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** Unit 6 Essential Question: What Is Most Important in Life? ** ** July 10, 2012 ** 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. 7/10/12 Vocabulary and Grammar Practice >>>> **Quizlet page > test > check "Written" and uncheck all other boxes > click "Reconfigure" > Give students 4-5 minutes to copy the definitions and match them to the new vocabulary words > Review as a class/have students pair-share the answers. ** 2. 7/10/12 Making Inferences Cornell Notes page 415 3. 7/10/12 Build Background on Drama page 416 4. 7/10/12 Making Inferences while reading "Luck"
 * ~ Learning Objectives ||~ Homework ||~ Homework Due Today ||~ Instructional Resources for Unit 6 ||
 * Students will:
 * learn key vocabulary
 * improve grammar conventions
 * increase reading comprehension
 * how to make inferences || * Be sure you have finished your Making Inferences Chart for "Luck" (at least 5 inferences) || * Scan pages 415-426 for Vocabulary || * Reading and Writing Transparencies
 * Grammar Transparencies
 * Unit 6 Cluster 1 Selection Summaries
 * EQ and Selection Links for Students
 * Fluency Passages ||
 * Students copy the title in a new page of their notebooks.
 * Vocabulary
 * Key Vocabulary words (page 414)
 * Grammar
 * Grammar Transparencies (today, complete #95 and 96 on page #5 and #6 of this link)
 * Students copy the title in a new page of their notebooks.
 * Read through and explain inferences as well as how to make inferences with students.
 * Stop often and have students pair share ideas.
 * Ask students how their Cornell Note page should be set up. What information should we add? Where?
 * Give students some time and/or model how to take Cornell Notes from page 415.
 * As further review, have students complete page 204 of their Interactive Practice Books.
 * Students share responses before moving on.
 * Check for comprehension: Ask students to finish this sentence:
 * To make an inference I need to combine................... with ......................
 * Students copy the title in a new page of their notebooks.
 * Read through and explain the information about drama on page 416.
 * Add/review concept of genre (is all writing the same? writing is broken up into categories...)
 * Stop often and have students pair share ideas.
 * Have students copy/complete these sentences in their notebooks:
 * Students copy the title in a new page of their notebooks.
 * Read through and explain the information about how this play should be read/performed on page 418 (improvise on the costumes section).
 * Choose 10 readers/actors and set up the stage/reading area.
 * All students take out their homework (scan for vocabulary) as they read along with the actors.
 * This first reading will be rough as students get used to the stage directions.
 * Stop often and have students pair share ideas.
 * As students read, they will add to a 3 column inference chart, like the one on page 415. The teacher can point out important sentences for the "I read" part of the chart. Then, the teacher can model how to complete the other 2 columns ("I know" and "And so..."). After doing this once or twice, encourage students to do more inferring without the teacher's help.
 * Continue this pattern: actors/readers read aloud, pause to add to inference chart, read, pause, read, pause...