Lesson
2. To write your conclusion, decide with your partner how you will repeat to your audience the importance of avoiding the risk you chose. Ask students: What should you do when writing your conclusion? (emphasize the importance of avoiding the risk they chose). Invite them to write some lines for their conclusion including words with familiar letter patterns ( tion, sh, or ing ). Tell them they may use words from Activity 2, on page 28, or different ones. Monitor to check. 3. Write a draft for your report using the information you wrote in this and the previous lesson. Before students start working on this task, you may remind them that a title is used to give a minimal summary of the information that is included in their report (that’s why it is written when you have finished a report). Invite them to think of an appealing title, and then to write their drafts putting together the information they had written before. Differentiated Instruction For this activity you can use the Individualized Feedback Strategy if you notice pairs are having troubles to write their drafts. Provide them with support to accomplish it.
Lesson
1 Work with your partner to order the suggestions you wrote in the previous lesson following a logical sequence.Add more connectors if necessary.
2 To write your conclusion, decide with your partner how you will repeat to your audience the importance of avoiding the risk you chose.
113
What information is included in the
conclusion of a report? Go to page 113, to learn more about this theme.
3 Write a draft for your report using the information you wrote in this and the previous lesson.
32
Achievement
Write recommendations to avoid a personal risk situation.
Teaching Guidelines • Order sentences into a logical sequence. • Use words with familiar letter patterns. • Write a title for the report.
Development How can we help each other to improve our work? Ask students the question and encourage them to share their ideas. 1. Work with your partner to order the suggestions you wrote in the previous lesson following a logical sequence. Add more connectors if necessary. Have pairs reread the sentences they wrote on page 30, Activities 2 and 3, to decide how to order them into a logical sequence. Encourage them to use the typographic components they chose in Activity 3 from the previous lesson or appropriate connectors.
Unit 3 • Activity Book p. 32
50
Made with FlippingBook - Online magazine maker