10-6-10

Previous Next ELD Literacy Support = October 6, 2010 =

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= Unit 1 Essential Question: Who am I? =

Students will:

 * learn new vocabulary.
 * use graphic organizers to learn.
 * practice a pre-reading strategy (frontloading).

=**Homework:**= =include component="page" page="table_col2_blue_2nd_col" = =Reminders:= include component="page" page="table_bot"
 * Study your sensory details chart (writing test number 3 is tomorrow!).
 * Checking homework today:
 * Go to the Night Library for extra help!
 * Many students are taking the CAHSEE today.

=__Agenda__=

1. Unit 1 Cluster 2 Vocabulary Review
 * Quizlet
 * Practice the flash cards with students.
 * Ask volunteers to read the word, the part of speech, and the definition.
 * Ask the class how to translate the word to Arabic and Spanish (and other languages if the students know them).

2. 10/6/10 Academic Word Maps
 * This will be an assignment in students' notebooks.
 * Help students create Academic Word Maps for two new words:
 * describe
 * scene (as in "setting")
 * Say each word, have students repeat it.
 * Explain what each word means. Ask students how to say the word in their first language.
 * Explain how to create an Academic Word Map. Show and explain Academic Word Maps:
 * Give students 10 minutes to complete their Academic Word Maps, then ask student volunteers to show and explain their maps to the class using the document camera.

3. Pre-Reading Activity: frontload information related to our next reading.
 * Tell students that the next story talks about Cuba and Georgia. In order to help their understanding of the story, we are going to learn about Cuba today.
 * Show students the following web page. Show the pictures and read the captions. Have volunteers offer to read information from the web site. Look at the map from the site. Show the video from the site:
 * Focus on the "Facts & Photos", "Video", and "Map" tabs on each site below.
 * Learn more about Cuba
 * Visualization: after viewing all the web site has to offer, ask students to draw a picture of what they visualize for Cuba. Have volunteers share their pictures with the rest of class

4. If more time is remaining in class, have students create additional Academic Word Maps (see above) for the following terms:
 * culture
 * sensory details

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