5. Discuss how you would help in each of the situations presented in the previous activity.
4 Have you ever felt worried about school? Draw the situation. Then, show and explain your drawing to your teammates.
Students will continue working with the same team to give suggestions on how they would help in each of the situations they presented in Activity 4. Invite teams to share their suggestions with the class. Finally, have students identify which the most common concerns in their class are. Ask the question in the Time to Shine! box encouraging different students to answer. Ask students what happened when David’s dad got a new job (they had to move to another state; David said goodbye to his friends, his house, and his dog). Product: Box of Concerns In this unit, students will create a box of concerns in which they will put some strips of paper with common concerns they have so that at the end of the unit they may improvise dialogues using them. In this lesson, students will work in teams to prepare the strips of paper. Organize the class into teams, read the first instruction aloud, and have them draft their lists on a sheet of paper; encourage students to use a dictionary. Once you have checked their lists, read the second instruction and monitor while they copy their concerns onto strips of paper. This activity will be your first evidence in this unit; ask students to file the list following the procedure you prefer; portfolios can be a physical file or online in digital form. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit. Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. What worries you? Invite students to answer the question in English using the words they learned during this lesson. Differentiated Instruction Activity 4: Guide students to answer the question before they draw the situation using the Open-ended Statement Strategy . Say: I felt worried the day that I… and invite different students to complete the sentence sharing their own experiences.
5 Discuss how you would help in each of the situations presented in the previous activity.
š What concerns do children in yoXr FoPPXnity haYe? Time to Shine!
Reader Why did 'aYid feel sad? (pp. -)
(Possible answers) school, family’s, friends’ and pets’ health
Step 1
Box of Concerns
• Create a list of concerns most students in your class have. • Copy each item from your list on strips of paper. Self-evaluation Re ect upon the following questions: • Which strategies did I use to explore the dialogue in this lesson?
• Which details did I notice? • Which details did I miss?
What can I do to improve?
Unit 1
7
Achievement
Explore dialogues that express concerns.
Teaching Guideline
Evaluate if the concerns expressed within the dialogues are shared in their own culture.
Development 4. Have you ever felt worried about school? Draw the situation. Then, show and explain your drawing to your teammates. To have students evaluate if the concerns expressed within the dialogues are shared in their own culture, read instructions aloud and give them some time to draw. Monitor to check they are including enough details. Then, organize the class into small teams and have them share their experiences. You may write some expressions on the board for them to use as a model, such as: I was worried because I didn’t study for the Spanish exam or I was worried because I didn’t learn my part for the ceremony , etc. Monitor closely to provide them with other vocabulary they may need.
Unit 1
T7
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