6-21-11+Beginning+ELD

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** Unit 5 Essential Question: How Important Is It To Fit In? ** ** June 21, 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 new vocabulary.
 * learn about future tense.
 * learn to use context clues.
 * learn to make personal connections to a text. || * Write 2 sentences for each vocabulary word on page 332. || * Summary of Cornell Notes.
 * Scan 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 ||

1. 6/21/11 Vocabulary and Grammar Practice
 * Students copy the title in a new page of their notebooks.
 * Review the Quizlet Vocabulary Flashcards with students.
 * Show students the flashcards; encourage them to study the words on their own.
 * Vocabulary
 * Vocabulary words in English (page 332)
 * Vocabulary words in Arabic (page 332)
 * Vocabulary words in Spanish (page 332)
 * Grammar
 * Grammar Transparencies (today, complete #79, page 1 of this link)
 * Students write their responses to the practice questions in their notebooks.
 * Students pair-share their responses--give students time to speak.
 * Review responses as a class.

2. 6/21/11 Use Context Clues, page 328
 * Students copy the title in a new page of their notebooks.
 * Have students analyze the chart on page 328. Help students understand the idea of a context clue.
 * Ask students: According to this chart, how many types of context clues are there?
 * Explain each type of clue to students.
 * After your explanation of EACH clue type, __stop and give students time to explain the concept to their neighbor__ (pair-share often in this class to increase engagement and comprehension).
 * Students complete the practice activities. For each question, have students identify (in writing) the context clues they used to find the meaning of the words.
 * Students can work in groups on this, but encourage students to try this WITHOUT using a dictionary. If students must use a dictionary, encourage them to look up the other words in the sentence--not the underlined words.

3. 6/21/11 Use verbs in the future tense, page 330
 * Students copy the title in a new page of their notebooks.
 * Stress the fact/remind students that in English the verb can tell us when an action takes place.
 * Review the concept of past tense with students.
 * Introduce/explain the concept of future tense with students.
 * Lead students through the "Say It" section (pair-share)
 * Give students time to practice the "Write It" section in their notebooks. Have students pair-share their responses.
 * Ask volunteers to share their answers with the class.

4. 6/21/11 How to Make Connections Cornell Notes
 * Students copy the title in a new page of their notebooks.
 * Review how to set up Cornell Notes
 * Students write "How to Make Connections" on the left.
 * Students write the steps 1-4 on the right.
 * Read through the page and explain the reading strategy with students.
 * __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.
 * Tell students that while we read the next story, they will make personal connections on sticky notes, like the example shows on page 333.

5. 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.
 * Also, ask students of they found any synonyms for any words. You can also provide synonyms for some words.

6. Preparing to read "Frijoles"
 * Review the selection summary for this story: Cluster 1 Selection Summaries
 * Ask students:
 * In your lives, you have learned what it is like to live in a different culture than what you were used to. What is different about life in the United States compared to life where you lived when you were younger?
 * What did you know/believe about the United States before you moved here?
 * What do you know/believe about Japan? Show students Japan on a map.
 * What does this video show us about Japan? Is it similar to/different from your culture? (watch the video from about the 38th second to the 4 minute mark)
 * Read "Build Background" with students on page 334.

7. First reading of "Frijoles" page 333-341
 * 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.
 * 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, have students pair-share their connections:
 * Give students a sentence frame. Something like: **"I made a connection to.... because in my life....."**

Begin homework if time permits.