drawing the graphic organizer on the board and inviting volunteers to write the answers. Differentiated Instruction For this activity you could use the Flow Map Strategy to help students visualize the sequence of main ideas before filling in the graphic organizer. 5. Complete the graphic organizer from Activity 4 by paraphrasing secondary ideas. You could read instructions aloud and invite students to go to page 114 to recall the four “Rs” of paraphrasing. Remind them that when researching information, it is important not to copy the exact words in order to avoid plagiarism, and also because it is a better way for them to understand and analyze it. Then, go back to page 89 and have pairs complete their graphic organizers differentiating main and secondary ideas in the rest of paragraphs on page 88. Monitor while they work to provide any help they may need. Check by asking volunteers to write the answers on the board. Write the four occupations on the board (praegustators, leech collectors, newspaper readers, lamplighters). Mention that two of them were not dangerous and have students say which ones (newspaper readers, lamplighters). Then, ask them to choose the most dangerous. They might choose praegustators because poison kills quickly, but tell them that a leech could cause deadly bleeding. Product: Illustrated Report As you may recall, in this unit students will write an illustrated report about a job or profession. In this lesson, students will share the information they brought and organize their ideas in a graphic organizer; suggest that they follow the model in Activity 4. Organize the class into teams, read the instruction aloud, and give them some time to perform the task while you monitor. This activity will be your second evidence in this unit; ask students to file it following the procedure you prefer. 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 students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What are the parts of a report? Invite students to answer the question by recalling what they learned during this lesson.
3 With your partner, reread the text on page 88 and underline main ideas. If necessary, go back to page 87 to recall how you did it. 4 Use the graphic organizer to sequence the main ideas you underlined.
Main Idea from Paragraph 1
Raramuri runners are among the best marathoners in the world.
Secondary ideas
Four marathons take place in Chihuahua every year. World athletes attend. Headhunters also attend.
Main Idea from Paragraph 2
Secondary ideas
Main Idea from Paragraph 3
Secondary ideas
Main Idea from Paragraph 4
Secondary ideas
Main Idea from Paragraph 5
Secondary ideas
5 Complete the graphic organizer from Activity 4 by paraphrasing secondary ideas. Step 2 • Share the notes you brought about the job or profession you chose, and create a graphic organizer to organize main and secondary ideas. Self-evaluation (Number.) To explore reports about activities, I… …differentiated main from secondary ideas. …recognized their parts. …identified main ideas and sequence. Tip: Main ideas are usually found at the beginning of the paragraphs. Illustrated Report Reader Which of the jobs mentioned is the most dangerous? (pp. 104-105)
89 Unit 9
Achievements
• Gather information about jobs or professions. • Explore reports about activities.
Teaching Guidelines • Identify main ideas and their sequence. • Differentiate main and secondary ideas in paragraphs.
Development 3. With your partner, reread the text on page 88 and underline main ideas. If necessary, go back to page 87 to recall how you did it. You may organize the class into pairs and read instructions aloud. Ask: How can you identify the main idea of a text? (by determining the topic and finding the topic sentence, which they can achieve by identifying the author’s main point). Give pairs some time to perform the task and check orally. 4. Use the graphic organizer to sequence the main ideas you underlined. To identify the sequence of main ideas, you may have pairs fill in the four rectangles by copying the information they underlined in Activity 3. Check by
Unit 9 • Activity Book p. 89
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