6-22-11+Beginning+ELD

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** Unit 5 Essential Question: How Important Is It To Fit In? ** ** June 22, 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 use verbs in the future tense.
 * learn new vocabulary words.
 * increase reading comprehension. || * Be sure you have finished reading pyramid #1 || * 2 sentences for each vocabulary word (16 total sentences). || * 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. 6/22/11 Vocabulary and Grammar Practice
 * Students copy the title in a new page of their notebooks.
 * Give students a practice quiz using the English Quizlet below:
 * ** 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. **
 * Vocabulary
 * Vocabulary words in English (page 332)
 * Vocabulary words in Arabic (page 332)
 * Vocabulary words in Spanish (page 332)
 * Grammar
 * Grammar Transparencies (today, complete #74, on page 2 of this link)

2. Homework review
 * Students wrote 2 sentences for each vocabulary word on page 332.
 * Now, have students pair-share their sentences. You can have them share with one partner for 1 minute and then a different partner for 1 minute.
 * Have student volunteers share their sentences.
 * Help students repair any sentences with grammatical errors
 * Note: Students have shown a habit of trying to use all vocabulary words as verbs. Remind students of the word's part of speech and show them where that kinds of word belongs in a sentence (sublects/objects are nouns, verbs go between subjects and objects, adjectives go before nouns, etc.).

3. 6/22/11 Context Clues Practice
 * Students copy the title in a new page of their notebooks.
 * Review the concept of context clues from yesterday.
 * Students complete transparency 13 (page 8 of this link) in their notebooks.
 * Students pair-share responses and then volunteers share their responses with the class.

4. 6/22/11 "Frijoles" Reading Pyramid #1 (336-338)
 * 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 students 8-15 minutes to re-read the story out loud in their groups (have them do this before doing the pyramid, otherwise they will just try to do the pyramid without reading).
 * Students will create a Reading Pyramid in their notebooks for the first section, pages 336-338.
 * Students have created Reading Pyramids before. The generic example is shown below. For this pyramid, students will write one or two summary sentences for each page instead of each paragraph:

5. Review/finish "Frijoles" Reading Pyramid #1
 * Have students pair-share their summary sentences, main points, and quotations (more speaking time).
 * Have student volunteers share our their main point (top of the pyramid) and one quotation that supports that main point.
 * Show good examples of pyramids on the overhead projector (showing students models of good work).