Page 14 - ELD_NT_MiddleSchool_Sampler

ACTiviTy 1.2
Plan
Materials: sticky notes, copies of Unknown Word Solver graphic organizer, picture of workers in a factory, a magnifying glass, a picture showing a person’s fearful or surprised reaction
Suggested Pacing: 1 50-minute class period
California English Language Development Standards
ELD.PI.6.1 Exchanging Information and Ideas
ELD.PI.6.5 Listening Actively ELD.PI.6.12a Selecting Language
Resources
Teach
1 Pair students. Have them take turns chorally reading the Learning Targets aloud. When finished, explain to students that in this lesson, they will learn the key academic and
social language that is necessary to understand the unit text: “Don’t ban peanuts in school, but teach about the dangers.”
2 Read each of the words in the language preview aloud, and have students repeat after you. Then, review each word and its meaning, using
props, gestures, or miming to help make language comprehensible for students. For example, for the word manufactured, you may wish to show students a picture of the workers in a factory. Define the term reaction using the picture of the person with a fearful or surprised expression. Check frequently for understanding by asking questions about each term, such as: How would you look if you were considering something?
3 Collaborate: Review with students synonyms and antonyms. Then have students work in triads to complete
the practice exercises. As students work, walk around the room, answering questions or clarifying as needed. When all students are done, have each group report out with at least one response. Clarify or confirm as appropriate.
TCB_SE_G6_U3_P1&P2.indd 91
DIFFErEnTIaTE InteractinginMeaningfulWays:SelectingLanguageresources
4 Say: Sometimes in English, words can be used in different ways. Write the word public on the board. Say: We know that the word public means “having to do with the whole community.” When it is used this way, it is an adjective. But the word public also can mean “done in an open way” such as in this sentence: They wanted a public apology from the mayor. Ask students
to name the part of speech of the word apology. (noun) Then ask: What is the function of the word public in this sentence? (adjective) Say: The word public also can mean “the people of a community.” For example: The library is open to the public six days a week. Ask students to think of sentences using the noun and one adjective for the word public. Provide a sentence frame or model sentence, and allow time for students to craft an original sentence of their own. Then call on a student to read their sentences aloud.
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2:17 PM
academic and social Language Preview
Learning Target
• Develop knowledge of a growing set of academic and social vocabulary to use in reading, speaking, and writing. PI.6.12a
voCabULarY PrevieW
access: (noun) the right to use or enter
awareness: (noun) knowledge; understanding considering: (verb) thinking about
educate: (verb) teach
investigate: (verb) look into; explore
manufactured: (verb) made in a factory
pose: (verb) cause; present
proposing: (verb) suggesting
public: (adjective) having to do with the whole community reaction: (noun) an effect or consequence
supposed: (verb) expected
trigger: (verb) cause; bring about
aCtivitY 1.2
Unit 3 • Changing Perspectives • Part 1: Don’t ban peanuts at school, but teach about the dangers 91
144 SpringBoard® English Language Development Grade 6
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.