6-20-11+Beginning+ELD

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** Unit 5 Essential Question: How Important Is It To Fit In? ** ** June 20, 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:
 * share ideas in class by speaking in English.
 * prepare to read.
 * learn new vocabulary words.
 * learn about future tense. || * Finish the summary section of all your Cornell Notes.
 * Scan for vocabulary "Frijoles" pages 333-341 || * none || * 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. Introduction to the teacher and the course. Set class expectations.

2. 6/20/11 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. 6/20/11 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. 6/20/11 Vocabulary Example Chart, page 332
 * Students copy the title in a new page of their notebooks.
 * Lead students through the new vocabulary. Show students how to pronounce each word. Help students understand the meaning of each word. Ask students to translate the new vocabulary words for you. Ask a student volunteer or 8 to give you a sentence for each word.
 * Direct students' attention to the Vocab. Example Chart in the corner of the page.
 * Explain the graphic organizer to students.
 * Have students complete the chart in their notebooks. They can work in groups, but each person needs a chart.

5. 6/20/11 Scan for Vocabulary "Frijoles" pages 333-341
 * Students copy the title in a new page of their notebooks.
 * Review how to scan for vocabulary. This is a 3 column graphic organizer that may go on for 2 or 3 pages in their notebooks. Students find each and every word on the pages above that they do not understand. Students copy all their unknown words in the first column. At home, in the next column they will translate the words. In the third column, they will write a synonym (we don't need to have a synonym for every single word--the teacher can provide synonyms for important words/words that have obvious synonyms).
 * Students will begin this work in class and finish at home.