6. Create an illustrated guide to build the lifting solution in Activity 2. When pairs have finished planning, allow them to work individually and write and illustrate their steps. Monitor and provide language where needed. 7. Help each other check your work for missing or extra words. Ask students to work together in pairs again and help each other check their work. Tell them to focus on missing or extra words, like they did in Activity 6 of Lesson 3. Monitor and help identify errors.
5 Notice how you wrote the steps in Activity 4.With a partner, plan how to present the steps as an illustrated guide. Plan the pictures and steps on your notebooks.
6 Create an illustrated guide to build the lifting solution in Activity 2.
Ask students when they should talk to someone about their problems. According to
Reader When should you talk to someone about your problems? (pp. 38-40)
7 Help each other check your work for missing or extra words.
the text, it is when you feel anxious about them. You could discuss how important it is to always talk to people we trust about our problems to feel supported and to help us feel like we have help if we can’t solve them. Product: A Short, Illustrated Guide In this lesson, students will finally write down five steps. Monitor and offer positive and corrective feedback. Make note of recurring errors to provide feedback and corrections to the whole class. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
Step 4
A Short, Illustrated Guide
• Work in small groups. How can you describe a process? • Write down ve steps. • Copy and illustrate each step onto a strip of paper. Self-evaluation (Answer the questions.)
• Can you describe a process? • Can you write down steps? • Can you illustrate the steps? Tip: If you answered No to any question, go back to Activities 4, 5, and 6.
33 Unit 3
Achievement Write instructions. Teaching Guidelines • Define textual and graphic components to include and how to link them to steps. • Analyze absence or presence of unnecessary words. Development 5. Notice how you wrote the steps in Activity 4. With a partner, plan how to present the steps as an illustrated guide. Plan the pictures and steps on your notebooks. You could draw students’ attention to the previous activity so that they understand the components of the guide: illustrations, instructions, materials, etc. And have them reflect on the way they can organize their work. Tell them to use their notebook to make the layout or template of what they want to show. Monitor and offer help if necessary. Differentiated Instruction For this activity you can write keywords that students can use in their instructions on the board; e.g.: Tie paper cup with string . You can also allow fast finishers to pair up with weaker students and provide some support. Discourage students simply copying steps.
Unit 3 • Activity Book p. 33
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