Learning to Learn 113 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 6. For homework, research information related to the situation you chose. Write notes on the lines below. You may read instructions aloud and ask students to research reliable information for homework. Differentiated Instruction After finishing the activities in this lesson, you could use the Three- minute Pause Strategy to encourage students to recall what they have learned so far. Ask students to work in pairs. One of them will act out the instructions to diminish the risk of fires at home, found on page 33, and the other one will try to guess. Then, they exchange roles. Product: Illustrated Report In this lesson, students will choose a risk situation for their report. Organize the class into teams and read instructions aloud. Tell them they may choose any risk situation such as avoiding home accidents, diseases, etc., and not necessarily the ones related to peer pressure, and that they will write the information they research on cards. 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. How can you tell if a website is reliable? Ask the question again and invite students to answer it including what they learned in this lesson.
4 Discuss with your class what a risk situation is and give examples of risk situations that may be caused by peer pressure.Write them below.
5 Discuss with your partner which of the risk situations from the list you wrote you would like to give recommendations about.Write it down.
6 For homework,research information related to the situation you chose.Write notes on the lines below. 113
113
Which aspects should I consider when researching? For information about this theme, go to page 113.
Reader How can you diminish the risk of fires at home? (pp. 32-33)
Step 2
Illustrated Report
• Write a list of risk situations you may avoid and vote for one. • For homework, research the risk situation you chose and write notes on cards. Self-evaluation (Number the strategies according to the importance they have for you to analyze how a text to give recommendations is written.) Recognize different ways to write sentences according to their purpose. Analyze familiar letter patterns. Identify the effects of using different fonts, colors, and size of letters. It was easy / difficult for me to give examples of risk situations. Tip: Listen to others suggestions and connect what they said and what you read with your own experiences.
29 Unit 3
Achievement
Plan the writing of recommendations.
Teaching Guidelines
• Select a personal risk situation. • Decide what textual components to include.
Development 4. Discuss with your class what a risk situation is and give examples of risk situations that may be caused by peer pressure. Write them below. Have students brainstorm different risk situations they are exposed to because of peer pressure. Encourage them to share any experience they have had. Write the list on the board and then ask students to copy it in their books. 5. Discuss with your partner which of the risk situations from the list you wrote you would like to give recommendations about. Write it down. You may give pairs some time to select a personal risk situation. Explain that they will continue working on this situation and with the same partner the rest of the unit to write their recommendations. Monitor while pairs work and, when they have finished, invite them to share the situation they chose with the class.
Unit 3 • Activity Book p. 29
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