Have two students read the questions on page 83 (“Do I really need it?” “Is it good for my health?”). Then, ask the class to explain how we can answer those questions (we can find out if we need a product when we ask ourselves if we are going to use it frequently and if it is going to make our life easier; also, it is important to check the amount of sugar, salt, fat, and calories in the food we buy). Product: Ads As you may recall, students will create an ad. In this lesson, they will write the characteristics of the product they chose. Organize the class into teams, read the instruction aloud, and suggest that they create a graphic organizer similar to the one in activity 6 to describe their product. This activity will be your second evidence in this unit; once they have their descriptions ready, ask students to file them 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.
5 Write a list of products you would like to advertise. Vote to choose one.
(Possible answers)
š WhiFh prodXFts do Fhild Py age feel XsXally attraFted to? Time to Shine!
toy car tracks hot dogs candy bar spinner
6 Use the graphic organizer to write the most relevant characteristics of the product you chose. (Possible answers)
3 m long
toy car track
includes 2 cars
gravity challenge
Reader +oZ Fan Ze Ee responsiEle FonsXPers? (pp. 3-)
attaches to a table
Step 3
Ads
• Write the characteristics of the product you chose. Self-evaluation Re ect upon the following questions: • Which kind of questions did I ask to understand ads better?
• Could I check their reliabilty? How? What can I do to improve?
71 Unit 7
Achievement
Write information.
Why should you analyze information included in ads?
Teaching Guideline
Ask students the question again and encourage them to answer including what they learned during this lesson. Differentiated Instruction Activity 6: Use the Stimulate Student Senses Strategy . Tell students to close their eyes and think of the product they chose; then, to recall how it looks, how it tastes (in case it is edible), how it smells, how it feels, and what sounds it makes. Then, have them think how they feel when they use it or consume it. Finally, have them open their eyes and write their descriptions.
Select products and relevant characteristics for ads.
Development 5. Write a list of products you would like to advertise. Vote to choose one. Explain to students that they are going to work in pairs to write an ad. Tell them that the first thing they must do is to select their products. Read instructions aloud and give them some time to create their lists and vote while you monitor walking around. Encourage them to use a bilingual dictionary to write their lists. Then, ask the question in the Time to Shine! box and encourage different students to share their answers. 6. Use the graphic organizer to write the most relevant characteristics of the product you chose. Explain that now they should select the most relevant product characteristics for the ads. Invite them to use the graphic organizer writing the name of the product in the middle and one characteristic in each of the circles around it.
Unit 7
T71
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