4. Reread the text and circle words that are related to the problem of sun exposure. Write a sentence using them to explain how we can be “Sun Smart.” Before students work on this task, you could draw their attention to how the information is organized; ask: What is the heading? (Chapter 2 Be Sun Smart). What is the subheading? (Protecting the Skin). What is the title of the fact box? (The Shadow Rule). Finally, you could read instructions and give students some time to select information by recognizing key words. Differentiated Instruction For this activity you can use the First of Five Strategy asking students to use their fingers as a scale of one to five to express the help they think they will need to perform the task. Work closely with students that need more help to identify key words as this is a very important researching skill. Have them reread the questions from page 57 and focus their attention on the words that may help them answer those questions. Have students recall the five steps the teacher in the story wrote on the board. Have them work in pairs to talk about a problem they have already solved, and check if they followed every step or they skipped one. Product: Poster with FAQs About a School Problem As you may recall, in this unit students will select a school problem and they will design a poster in which they will include frequently asked questions and their answers to contribute to solve the problem. In this lesson, students will read the information they brought for homework to identify key words. Tell students to get together with their partner, read the instruction aloud, and monitor to check their work. 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. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What should I do to select important information from a text? Ask the question again and encourage students to answer by recalling what they did in this lesson (identify key words).
3 Read the text.Then, analyze it with a partner to identify its text patterns. 108 114
The Shadow Rule It consists in observing the length of a person’s shadow ; if it is shorter than the person, the intensity of UV rays is more likely to cause sunburn.
Chapter 2 Be Sun Smart Protecting the Skin These are some ideas that will help you be safe from the sun: • Wear protective clothing made from fabric that is tightly woven. • Use a sunscreen with an SPF of 15 or higher no matter what your skin color is. • Avoid being outdoors between 10 a.m. and 4 p.m. especially during late spring and early summer; if you are out, try to be under a sunshade. • Protect yourself from UV rays all year round; remember UV rays are harmful even when it is cloudy or hazy .
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Why is it important to identify text
patterns? To recall information about this theme, go to page 114.
• How do you protect yourself from the sun? Time to Shine!
The text patterns we found are:
4 Reread the text and circle words that are related to the problem of sun exposure.Write a sentence using them to explain how we can be “Sun Smart.”
Step 2 • Read the information you brought for homework and select key words that may help answer the questions you wrote. Self-evaluation (Underline.) To select information in order to answer my questions, I… …recognized the different parts of a book to know where to find information. …analyzed text patterns. …selected information from key words. Tip: When you research, always read, understand and use your own words to write your notes. Reader What steps did they follow to find a solution? (pp. 68-70) Poster with FAQs About a School Problem
59 Unit 6
Achievement
Choose information to answer questions.
Teaching Guidelines
• Select information from key words. • Analyze text structure.
Learning to Know 114 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. Development 3. Read the text. Then, analyze it with a partner to identify its text patterns. 108 You may read instructions aloud, and give pairs some time to analyze the structure of the text to recognize the text patterns. Suggest that they look for the clues provided in the Appendix that can help them identify the pattern (ideas: problem & solution; consists: description). Check orally. Then, you may have students identify glossary words and invite them to read their definitions on page 108. Finally, read the question in the Time to Shine! box and praise the students who answer.
Unit 6 • Activity Book p. 59
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