treasures teachers edition g6unit5_week5_2_W

1、ORAL LANGUAGEBuild BackgroundRead Aloud Expand VocabularyVOCABULARY Teach Words in Context Use Context Clues: ExamplesCOMPREHENSIONStrategy: Monitor ComprehensionSkill: Summarize SMALL GROUP OPTIONS Differentiated Instruction, pp. 591M591VOral LanguageBuild BackgroundACCESS PRIOR KNOWLEDGEShare info

2、rmation to help studentsthink about this weeks theme.An important way to take a stand isthrough a memorable speech. Martin Luther King Jr.s “I Have a Dream” speech helped his message reach people across the country.&/(-*4) -/(6(& -&3/&34Beginning Build Language Help students say what they can about

3、the photo. Point and gesture as you simply describe the photo: The people are marching. This is Martin Luther King. Have students point and repeat as best they can.Intermediate Activate Prior Knowledge Ask: What are the people doing? What do they want? Identify Martin Luther King. Find out what stud

4、ents know about him. Write and explain the words equal rights, prejudice, and segregation. Write and discuss: The people are taking a stand against segregation. Taking a stand = strongly stating an opinion.Advanced Elaborate Complete the Intermediate task. Discuss and list issues students would take

5、 a stand on. Write: I wouldTALK ABOUT TAKING A STANDDiscuss the weekly theme.Have you ever taken a stand? Why?FOCUS QUESTION Ask a volunteer toread aloud “Talk About It” on Student Book page 569 and describe the photo.take a standonbecause. Then,Who are the people in the picture?Why are they holding

6、 hands?discuss the emotional impact of the photograph and how it aidsunderstanding.568*/5&3$5*7&/5)0-0(: XJUI 1-:4Talk About ItStudent pages 568569Read AloudRead “Words Do Not Pay”Talk About ItGENRE: NonfictionSpeechReview features of a nonfiction speech:often found withina factual account of events

7、delivered toentertain, persuade,Read Aloudpages 118120and/or inform an audienceLISTENING FOR A PURPOSEAsk students to listen carefully for what Chief Joseph says words cannot do as you read “Words Do Not Pay” in the Read-Aloud Anthology. Choose from among the teaching suggestions.Fluency Ask student

8、s to listencarefully as you read aloud. Tell students to listen to your phrasing, expression, and tone of voice.RESPOND TO THE SPEECHTell students, Chief Joseph says that “words do not pay,” but his words have had a tremendous effect on people. Ask, What can words accomplish? How does Chief Josephs

9、tone affect the mood and emotion of the speech? How does his social and cultural standing affect it?WQbcS bLook at the picture and respond in writing. You can write a poem, astory, or a description, or use any other type of writing you like.ExpandVocabularyAsk students to list three more words they

10、heard in “Words Do Not Pay” that relate to this weeks theme, Taking a Stand. Have students write them in their word journal and add to the list throughout the week as they read.For an extended lesson plan and Web site activities for orallanguage development, go to LetitShine 569-A

11、CMILLAN -CRAW (ILLVocabulary/ComprehensionStudent page 570Rosa ParksVocabularyVocabularyTEACH WORDS IN CONTEXTUse the following routine.and theInstituteContext CluescbWSWDefine: Defiance is the willingness tofight or put up a challenge.Example: The babys defiance of her sister resulted in atantrum.A

12、sk: How have you shown defiance?DESCRIPTIONIf something is evident , it is clearto the sight or understanding. It was evident from his look that he did not like the food. How is something evident different from something confusing?COMPARE AND CONTRASTIf something resonated , it echoed. Thespeech res

13、onated in the auditorium. What is another meaning of resonated?MULTIPLE-MEANING WORDSomeone persistent continues ondespite opposition or difficulty. He was persistent in his pursuit of fame. What is a synonym of persistent? SYNONYMA persons convictions are his or her beliefs. Kyle had strong convict

14、ions about playing fairly. What are some of your convictions? EXAMPLE570 Remedies are medicines for curingdisease. My moms remedies include hot tea with honey. What remedies have you taken? EXAMPLE&-Write/Explain For persistent, write, I want to be a famous singer. People tell me I am not goodenough

15、. I dont care. I am persistent. I will keeptrying. List behaviors of persistent people.For convictions, write, Martin Luther Kings convictions: Everyone should have equal rights. People should not use violence to get what they want. Write other examples and have students tell their convictions.is th

16、e unjust use of poweror authority. Native Americans facedoppression by European settlers. How can you fight oppression? DESCRIPTION Momentum is the strength gained through the development of events. When the losing team scored three points, their momentum carried them to victory. How can momentum af

17、fect the outcome of events? EXPLANATIONDo studentsunderstandword meanings?During Small Group InstructionIf No Approaching LevelVocabulary, p. 591N On Level Options, pp. 591Q591RIf YesOptions,pp. 591S591T570Beyond LevelOppressionVocabulary and ComprehensionVocabulary/ComprehensionStudent page 571Voca

18、bularySTRATEGYExamples Remind students thatcontext clues come in many forms. Examples are ways of providing clues to a words meaning.Point to the word resonated in “RosaParks and the Institute.” Ask students to identify the example given to explain the words meaning. (Like an echo.) Point out that t

19、his is an example of figurative language. Ask studentsto think of other ways that something might have resonated.Reread for ComprehensionMonitor ComprehensionRead “Rosa Parks and theInstitute”SummarizeAs you read “Rosa Parks and theInstitute” with students, ask them to predict the meaning of each hi

20、ghlighted word using structuralcues and visualizing. Check students predictions as a class. Tell students they will read these words again in Let It Shine.571On Level Practice Book O, page 177Approaching Practice Book A, page 177Beyond Practice Book B, page 177LetitShine 571Match each vocabulary wor

21、d to its definition.convictionsoppressionevidentremedies persistentdefiancemomentumresonated1. 1$2.- 3$# evoked a positive response, echoed2. $5(#$-3 clear in vision or understanding3. 1$,$#($2 medicines, cures4. #$%( -$ the willingness to resist or challenge5. .-5(3(.-2 beliefs6. ./1$22(.- an unjus

22、t use of power or authority7. ,.,$-34, the strength gained through motion8. /$12(23$-3 goes on stubbornly in spite of oppositionChoose four of the vocabulary words and write a sentence for each one. Write about taking a stand on an issue.22(!+$ 1$2/.-2$2 /1.5(#$#9. 3 6 2 $5(#$-3 3 3 6.,$- 2.4+# 5$ 3

23、$ 1(&33. 5.3$10. $ 6.,$-82 ,.5$,$-3 & (-$# ,.,$-34, 224%1 &$ 6 2 &1 -3$# 1.4-# 3$ 6.1+#11. 6.,$- 5$ 3$ 1(&3 3. 5.3$ !$ 42$ %$66.,$- $+# 314$ 3. 3$(1 .-5(3(.-2 -# !$+($%212. .,$- # 3. !$ /$12(23$-3 (- .1#$1 3. & (- 3$1(&3 3. 5.3$AcOg0SUWWU;WRRZS3RUSE CONTEXT CLUESVocabulary/ComprehensionReread forCom

24、prehensionSTRATEGYObjectivesMonitor comprehensionUse academic language: comprehension, summarize Summarize the beginning, middle, and end of a selectionGood readers monitor their comprehension as they read. If they donot understand something they reread or read ahead for clarity, stop to ask questio

25、ns, or adjust their reading rate as necessary. Making an outline and taking notes are other good strategies readers use. Good readers also keep track of their own progress by summarizing the events in a selection.MaterialsComprehensionTransparencies 25a and 25b Graphic Organizer Transparency 25Level

26、ed Practice Books, p. 178SKILLTo summarize a text, look for the most important ideas and details.Many paragraphs start with a topic sentence that tells the reader what the main idea of the paragraph will be. Look for important details that support the main idea. If the reader can still understand th

27、e main idea without knowing a certain detail then that detail is unimportant and should not be included in a summary. Explain to students that summarizing will help them understand what they read because they will have to identify the most important ideas in a selection.AYWZZa BOQSSummarizeTranspare

28、ncy 25aTransparency 25bVocabulary and ComprehensionRosa ParksRosa Parks. To some, her actions havehonored her husbands memory by including his name in the institutes title.The institute offers many programs for todays youth. One of the main programs is called Pathways to Freedom. Children in the pro

29、gram can trace the path of the Underground Railroad. They learn about history and about the civil rights movement of the 1950s and 1960s.The success of this program helped the institute gain momentum. With this strength and force, new programs have moved forward. One of its most popular programs has

30、 youngsters teaching senior citizens how to use computers! Like the remedies that doctors offer the sick,the institute offers a cure for those who suffer from loneliness. The Rosa and Raymond Parks Institute offers people a place to connect to the past, to the future, and to each other.Vocabularyres

31、onated like an echo that says, “Fightfor your beliefs. Fight for your beliefs. Fight for your beliefs.”Throughout her life, Rosa Parks waspersistent in ghting for her beliefs.defiance evident resonatedpersistentconvictions oppression momentumremedies and theInstituteby Alana PhillipsFor example, she

32、 never stopped trying to help Americans. This is why she started the Rosa and Raymond Parks Institute for Self-Development.In 1987, Rosa Parks and her friend Elaine Easton Steele started the institute together. Rosa Parks wished her husband could have been included, but he passed away in 1977. Rosa

33、Parks remembered her husbands strong convictions. One of his strongest beliefs was in civil rights for all. Raymond Parks, like his wife, believed that no person should suffer oppression, or cruel treatment, just because of the color of his or her skin. Rosa ParksContext CluesSometimes writers give

34、clues that help readers understand the meanings of words.In “resonated like an echo,” echo is a clue that helps readers understand resonated.What do you think of when you hear the name Rosa Parks? Do you think of the word freedom?Do you see a public bus in your minds eye? Rosa Parks is known for her

35、 deance when she was faced with unfair treatment. In other words, Rosa Parks refused to follow the rules when she knew in her heart that those rules were wrong. She wanted to help make the unjusttreatment evident, or easy to see. This is why people admire&-CheckComprehensionTo help studentssummarize

36、, have them pause during reading and retellwhat theyhave read. Discuss key words that are important in their retelling. Write these words on the board. Show how to use these words to create a summary.Reread for ComprehensionMonitor ComprehensionSummarizeWhen you summarize, you retell the most import

37、ant parts of a selection. This helps you to monitor your understanding ofthe story. A Summary Chart will help you take notes on the selection. You can use these notes to write a summary. Use the Summary Chart as you reread “Rosa Parks and the Institute.”570571Student Book pages 570571 available on C

38、omprehension Transparencies 25a and 25b.571AAcOg0SUWWU;WRRZS3RIntroduceU3: 317A317BPractice/ ApplyU3: 318331; LeveledPractice Books, 9798Reteach/ ReviewU3: 335M335T;U5: 571A571B, 572587,591M591T; Leveled Practice Books, 178179AssessWeekly Tests; Unit Tests; Benchmark Tests A, BMaintainU3: 355B; U4:

39、381BSUMMARIZEMONITOR COMPREHENSIONSummary ChartVocabulary/ComprehensionMODELRead aloud the first paragraph of “Rosa Parks and the Institute” onStudent Book page 570.Transparency25Think Aloud I know this story is about Rosa Parks because her name is in the title. After reading the first paragraph Im

40、still not sure what the Institute is, but I will continue reading to find out. The first paragraph is an introduction. Information about the Institute will probably follow in succeeding paragraphs.GUIDED PRACTICEDisplay the Summary Chart on Transparency 25. Help students fill in the first column, la

41、beled “Beginning.”Ask, What did Rosa Parks do to fight racism and make peopleaware of the unjust treatment of others?For the “Middle” column, discuss with students the purposeof the Rosa and Raymond Parks Institute. What was Rosa andRaymonds conviction?Have students identify how the institutes progr

42、ams continue tohelp students and adults today. Fill in the “End” column.Graphic Organizer Transparency 25APPLYDiscuss students responses and how to create a summary of the three columns. Have students reread the remainder of “Rosa Parksand the Institute” and complete the Summary Chart. Ask students

43、toexplain how the institute helps senior citizens on a daily basis.On Level Practice Book O, page 178Can students summarize the beginning, middle, and endingof a selection?During Small Group InstructionIf No Approaching Level Comprehension, p. 591OIf Yes On Level Options, pp. 591Q591R Beyond Level Options, pp. 591S591TApproaching Practice Book A, page 178Beyond Practi