Differentiated Instruction For this activity you can use the Groups Based on Goals strategy to ask students to describe one of the children. Different groups can have different levels of detail. 8. Tell each other how your abilities have changed. Put students into pairs and ask them to share how their abilities have changed. Provide a personal example as a model; e.g.: I couldn’t cook, and now I love cooking things like… Monitor and offer corrections focused on “couldn’t, didn’t, can.” Time to Shine Ask students who in their family they look like the most. You could ask students to share pictures of their family members and to work in groups and comment on similarities and differences. Ask students to answer the question: What is your body’s biggest organ? The answer may surprise students. Product: Line Graph of Development Organize the class into small groups, read the first instruction aloud and have them follow the models included in this lesson to write their stages and abilities. 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 activity will be your second piece of evidence in this unit; ask students to file it following the procedure of your preference. 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 Use the words to write questions from the previous listening. 117 a you with me are
117
What questions can help you make sure that the other person has understood what you are saying? For information about this theme, go to page 117.
b questions any
c following you are
d you know do mean I what
7 Choose one of the children from the listening. Make notes about their memories in the chart.
Small Child
Primary Student
Young Adult
Adult/Older Person
Reader What is your body’s biggest organ? (pp. 78-80) • Who in your family do you look like? Who are you more like? Time to Shine! Line Graph of Development
8 Tell each other how your abilities have changed.
Step 2
• Work in small groups. Say how you have changed. • Make a list of stages of life and things you could, couldn’t, can, can’t, will do, and will not do. • Copy the stages and abilities onto a piece of paper. Self-evaluation (Check the box or boxes.) I can describe how actions are performed. I can ask questions for understanding. I can add details. Tip: If you are not sure, go back to Activities 3, 4, and 6.
69 Unit 7
Achievement Understand descriptions. Teaching Guideline Ask questions to check understanding. Development 6. Use the words to write questions from the previous listening. Ask students to work in pairs and use the words to reorder them into questions. Tell them that all the questions can be used to check understanding. If students are struggling, you could provide the first word for each question on the board. Learning to Do 117 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 7. Choose one of the children from the listening. Make notes about their memories in the chart. Tell students that they are only going to focus on one of the children from the listening. Tell students to look at the sentences on the previous page again to help them. You can also play the listening again if needed.
Unit 7 • Activity Book p. 69
95
Made with FlippingBook - Online magazine maker