11-6-2009

Previous Next = November 6, 2009 =

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= __Essential Question__: Who Am I? =

Students will learn:

 * ===how to form a sequence.===
 * ===**to speak using sentence starters.**===
 * ===new vocabulary.===

**Homework:**

 * Finish your vocabulary webs.

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Reminders:
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 * ** Extra credit for students whose parents go to PIQE classes! **
 * Pay attention and do you work! If you are a behavior problem today I will not let you go to the Multicultural Assembly.
 * ** Mr. Devine will be in the Night Library every Wednesday from 3:00 to 4:30. **

__Agenda__
When students come in have them copy the learning objectives and homework into their planners/notebooks.


 * 1. My Journey to the United States**
 * This activity is designed to find out what path students took on their journey from their country of origin to the US.
 * Model this activity for students by using the ELMO document camera and computer projector (be sure to turn off the projector after modeling this activity for students--the bulb gets very hot).
 * Choose a student, or make up an imaginary student, and show students how you would fill out the chart for that student (see the sample I have provided). If students need more boxes to fill in, or they have not visited as many places as there are boxes, that is okay.
 * On the back of the sheet, show students that they need to number each place they lived and draw an arrow showing how they traveled (also on the sample).
 * **While you do this, feel free to refer to the globe next to the TV and the world map on the wall at the back of the room.**


 * Give students a few minutes to do this for themselves.
 * Once students have filled this out, have students form groups of 3 to 4.
 * Each group member needs to read his/her Journey out loud to the group. Listen to make sure everyone is participating: ""I was born in Iraq. Then, I moved to....... Now I live in El Cajon."


 * After the groups have shared with each other, call on one person from each group to read their journey to the rest of the class. Try to call on students from a variety of origins.
 * Collect the completed handouts after this activity.


 * 2. Vocabulary Webs**
 * For this activity, allow students to remain in their groups, but always feel free to change groups if students are misbehaving.
 * On the board at the front of the room there is a list of new vocabulary words and a word web.
 * Students will make a vocabulary web for each new vocabulary word.
 * In the center of the web, they write the word.
 * Around the center, students write a translation of the word (using the language dictionaries), synonyms of the word in their own language (and/or English), examples of the word (in English or their own language), pictures representing the word, and words that are related to the word (in English or their own language).
 * Remember, the items they add to their web can be in English or their own language.
 * The students can talk to each other to make their webs more informative.
 * Then, students write their own definition of each vocabulary word based on their web.
 * The definition can be in English and their own language--but it must include an English version.
 * Groups decide on the best definition of each word.
 * **Do not allow students to use their books for this activity. This is a research-based vocabulary introduction technique and it requires that students do not simply copy down a definition.**
 * Call on groups to share with the class if there is time.


 * These vocabulary webs are homework if they do not finish them in class.