searches. Emphasize how different questions will get us different results and different information. Ask students to continue working in pairs and write three questions about the topic of their exhibit. Monitor and offer corrections. Differentiated Instruction For this activity you can use the Mini-Lesson strategy to remind students of question structure. You can do this by drawing a chart on the board with the questions from Activity 4 and looking at how they are formed. 8. Work in groups. Give each other advice on where to find information about the questions you wrote. Learning to Learn 116 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. Time to Shine Ask students to work in small groups and elicit some ideas, and then give students more time to discuss the question about their specific context. Elicit answers and write them on the board to summarize the class’s opinions and experiences. Ask students to answer the question: What has replaced these things? Get students to reflect on the differences between the things we use today and the things mentioned in the text. Product: Museum Cards In this lesson, students will write three questions that can guide an information search. Organize the class into small groups, read the first instruction aloud, and have students follow the models included in this lesson to write their questions. Monitor while they work to check all their writing. Once you have checked them all, read the second instruction and monitor while they copy them onto cards. This will be your second piece of evidence. 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
6 What do you want to learn more about? Choose a topic for a museum exhibit for this unit.
7 Complete the questions about your topic.
What Where How
8 Work in groups. Read the advice on looking for information about the questions you wrote. 116
116
Do you know that being able to search for
trustable information is one of the key skills as a student? For information on this theme, go to page 116.
Tips to get information: • Plan your search. • I dentify keywords. • Choose the source (museums, books, dictionaries, encyclopedias, journals, magazines, people interviews, the Internet, etc.). • Look for information. • Analyze the information you found.
Think of the quality.
I s the Internet the best source?
• What museums do people visit where you live? Time to Shine!
Reader What has replaced these things? (pp. 68-69)
Step 2 • Work in small groups. What kinds of questions should you ask for an information search? • Choose at least three questions that can guide an information search. • Copy the questions onto a piece of paper. Self-evaluation (Answer the question.) • In what kind of texts can you nd information about the topics you chose? Museum Cards
Tip: If you can’t answer, go back to Activity 8.
59 Unit 6
Achievements • Look for information about a topic in different texts. • Analyze informative texts. Teaching Guidelines • Select topics for an exhibit. • Explore important printed resources to answer questions that guide information searches. Development 6. What do you want to learn more about? Choose a topic for a museum exhibit for this unit. Ask students to work in pairs. Start by asking students what kinds of museums they can think of (history, art, popular culture, toys, natural history, anthropology, chocolate, wrestling, comics, money and coins, etc.). Then ask students to think of topics for possible exhibits. Tell them to choose something they are interested in and want to learn more about. Ask them to try to write down three options. Then ask them to discuss in pairs which topic will make the best exhibit. Monitor and offer suggestions. Tell students to keep in mind that they will have to write museum cards about the exhibit later in the unit. 7. Complete the questions about your topic. Ask students how the questions in Activity 4 affected the information they found in Activity 5. Elicit the importance of the questions that guide information
Unit 6 • Activity Book p. 59
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