6-24-11+Beginning+ELD

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** Unit 5 Essential Question: How Important Is It To Fit In? ** ** June 24, 2011 ** 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.
 * ~ Learning Objectives ||~ Homework ||~ Homework Due Today ||~ Instructional Resources for Unit 5 ||
 * Students will:
 * learn to interpret fables.
 * increase reading comprehension. || * Finish your Reading Pyramid.
 * **BRING YOUR INTERACTIVE PRACTICE BOOK TO CLASS EVERY DAY!** || * Scan for Vocabulary "The Jay and the Peacocks" || * 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 ||

1. 6/24/11 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. **
 * Students copy the title in a new page of their notebooks.
 * Vocabulary
 * Vocabulary words in English (page 332)
 * Vocabulary words in Arabic (page 332)
 * Vocabulary words in Spanish (page 332)
 * Grammar
 * Grammar Transparencies (today, complete #77 on page 5 of this link)

2. 6/24/11 How to Interpret Fables Cornell Notes
 * Students copy the title in a new page of their notebooks.
 * Review how to set up Cornell Notes
 * Students write "How to Interpret Fables" on the left.
 * Students write the steps 1-3 on the right.
 * Read through the page and explain the reading strategy with students. Be sure students understand the concept of a fable and the action of interpreting. Stop a moments and direct students to explain these concepts to each other.
 * __After each step, stop and have students explain the step to each other__. Encourage students to write clarifying notes in their Cornell Notes for each step.

3. Review Scan for Vocabulary from yesterday.
 * Remind students that sometimes even when we translate a word into our first language, the word can still be hard to understand.
 * Also, some words don't translate well.
 * Ask students to tell you some words from their scanned vocabulary that:
 * they couldn't find a translation for
 * the translation was unclear
 * Explain these words to students, give them time to add to their scan for vocabulary lists.
 * Use a Google image search for words that can best be explained with a picture (i.e., peacock, jay, feather, flock, etc.)
 * Also, ask students of they found any synonyms for any words. You can also provide synonyms for some words.

4. First reading of "The Jay and the Peacocks" page 343-346
 * Review how to make personal connections.
 * Students take out their scan for vocabulary.
 * Give students sticky notes that they can use to write their personal connections to the story.
 * Read "Connect Across Texts" with students, at the top of page 343.
 * The teacher reads the story to the students. Tell students that this is just the first reading and they will read this story again later.
 * Stop often to check for comprehension and explain the idioms and slang expressions.
 * Pause after each event or every page, ask students to make a personal connection to something in the text. Ask student volunteers to share their personal connections.
 * After this first reading is complete, have students pair-share their connections:
 * Give students a sentence frame. Something like: **"I made a connection to.... because in my life....."**

5. 6/24/11 Reading Pyramid "The Jay and the Peacocks" 343-346
 * Students copy the title in a new page of their notebooks.
 * This is the 2nd reading. Students can form groups of 3 to 4 for this activity. Today may not be enough time to complete this activity. There will be some time tomorrow to finish it and finish reading pyramid #2.
 * Give student groups 5-10 minutes to re-read the story out loud--each group member taking turns reading (have them do this before doing the pyramid, otherwise they will just try to do the pyramid without reading).
 * Students will then create a Reading Pyramid in their notebooks for the story.
 * The generic example is shown below. For this pyramid, students will write one or two summary sentences for each page instead of each paragraph:

6. If time permits, you can review vocabulary and grammar.