Discuss the question related to the text from the Reader. Tell students to recall why Lilian
4 Choose answers from the box to fill in the graphic organizer.
was concerned (she lost her scissors and pens; her mom was going to get angry). Ask students what David did to support Lilian (he gave her an extra pair of scissors as a gift). Product: Box of Concerns As you may recall, 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 choose three of the concerns they wrote on page 7 and write phrases to express them. Organize the class into teams, read the first instruction aloud, and have them follow the models included in this lesson to write their phrases. Monitor while they work to check progress. Once you have checked them all, read the second instruction and monitor while they copy the phrases onto cards. This activity will be your third evidence in this unit; ask students to file it following the procedure you prefer. 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 do you do when you are worried? Ask students the question and this time invite them to use the expressions to communicate concerns that they learned in this lesson. Differentiated Instruction Activity 5: Use the Choral Response Strategy to elicit answers. In this way, you will encourage shy or struggling students to participate.
Ask the teacher.
I can help you clean it.
Just let it dry.
Turtles can survive without food.
I can explain it to you.
I will help you nd it; everything will be all right .
I spilled water on my book.
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I didn’t understand the homework.
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My turtle is lost.
Reader How did David support Lilian? (pp. 10-12)
5 Work together to decide
which of the answers express empathy. Circle them.
Step 3 • Choose three of the concerns you wrote on page 7 and write phrases to express them. • Use color markers to copy them on cards. Self-evaluation Re ect upon the following questions: • Which strategies did I use to express concerns in this lesson? Box of Concerns
• Did my classmates understand me? What can I do to improve?
11 Unit 1
Achievement
Examine ways to express concerns in dialogues.
Teaching Guideline
Organize possible answers to different concerns.
Development 4. Choose answers from the box to fill in the graphic organizer. Organize the class into pairs and read instructions aloud. Then, draw students’ attention to the graphic organizer and ask volunteers to read the concerns aloud. Have pairs organize possible answers to different concerns while you monitor walking around. Check by drawing the graphic organizer on the board and asking volunteers to write the answers. Finally, have them identify the Glossary term (all right) and ask them to define it using their own words or a gesture. 5. Work together to decide which of the answers express empathy. Circle them. Students will continue working in pairs to identify the answers that express solidarity in the previous activity. Ask them: How would you like somebody to respond to you when you express a concern? By expressing indifference or expressing solidarity?
Unit 1
T11
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