2-9-11

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Unit 3 Essential Questions: What makes us the same? What makes us different?
= February 9, 2011 =

Students will:
=include component="page" page="table_col2_blue_2nd_col" = =**Homework:**=
 * learn to mark a prompt.
 * read an article to determine an author's purpose.
 * translate scanned vocabulary
 * finish answering questions for marking the prompt

=Reminders:= include component="page" page="table_bot"
 * Checking homework today:
 * Go to the Night Library for extra help!

=__Agenda__=

1. Unit 3, Cluster 1 Vocabulary
 * Quizlet
 * TPR

2. Introduce "Climate Crisis" issues.
 * Think-Pair-Share and then Cluster map students' background knowledge about problems facing the environment.
 * Video clips.
 * [|National Geographic]
 * [|Global Warming]
 * [|Frog in Water]
 * Pair-share again to see if any additional problems have been discovered.

3. 2/8/11 Scan for Vocabulary Article 1
 * Introduce the Persuasive Packet. "This packet is like your book, bring it to class each day."
 * Before you scan the text, number the paragraphs. We are marking the text for the purpose of scanning for vocabulary. We will mark the text with a different purpose later.
 * As you scan the text, put a box around words that you don't know. Add those words to your scan for vocabulary list. Define them at home.

4. Reading "If the World Were a Village" page 168-176
 * First: students follow along to the teacher reading the entire text aloud.
 * Next: Students form groups of 3 to 4 and read the text using their scan for vocabulary.

5. 2/9/11 Mark the Prompt for "If the World Were a Village"
 * Have students copy and double space the prompt for this reading:
 * In the essay "If the World Were a Village," the author, David J. Smith, discusses information about the world as if it were a village of 100 people. The author gives the reader information about how food is divided. Also, the author gives information about how many people have clean air and water. Further, the author gives information about education. In a well developed paragraph, explain the author's purpose for giving information about the world as if it were a village of 100 people. Also, summarize what the author writes about food, air, water, and education. Then, explain the author's purpose for giving the reader this information. Finally, describe what you think the author wants the readers of his essay to think or do.
 * Show students how to Mark the Prompt using Literacy TA
 * Lead students through marking this prompt and help them answer
 * THINK-PAIR-SHARE: How will knowing this prompt change how you read the text?
 * Read the text again. Help students develop the most complicated/information-heavy section of their prompt analysis: Question 1. They can add more notes to this section as/after reading.
 * Students can respond in any language.

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