4. With your partner, create a graphic resource that aims to answer one of the questions you wrote.
How can a graphic resource help me explain a solution for a problem? For information about this theme, go to page 116.
116
3 Analyze with a partner the two graphic resources below and tell which questions they are aiming to answer. 116
Tell students to get together with the same partner they worked with during the previous sessions and give them some time to read the sentences they wrote in Activity 2. Tell them to analyze the information in order to decide which graphic resources may be the most appropriate to register information that answers questions. If you have access to word processors in the classroom, you may suggest that students check different options of graphic organizers by clicking the SmartArt tab. Monitor while pairs work to offer help if required. Differentiated Instruction For this activity you can use Individualized Feedback Strategy to help struggling students decide which graphic resources are most suitable to organize their information. Have students answer the question as a class. Then, have them work in groups of three to discuss if they think that was a good solution. Finally, have them share their opinions with the class. Product: Poster with FAQs About a School Problem In this lesson, students will design a graphic resource to register the information they researched. Tell them to take out the text in which they identified key ideas, give them some time to paraphrase the information, and once they have it ready, design their graphic resources. This activity will be your third 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. Which graphic resources are you familiar with? Ask students the question again and this time encourage them to describe the ones they learned in this lesson, explaining their use.
4 With your partner, create a graphic resource that aims to answer one of the questions you wrote.
Poster with FAQs About a School Problem
Reader What solution did they find in Sandra’s school? (pp. 71-73)
Step 3
• Design a graphic resource to register the information you researched. Self-evaluation (Circle.) To register and organize information, I… …paraphrased it. yes no …ordered it according to its relevance. yes no …identified the information that answers the questions I wrote. yes no It was easy / difficult for me to create a graphic resource. Tip: To create a graphic resource, select only one relevant piece of information.
61 Unit 6
Achievement
Register and organize information.
Teaching Guideline
Register information that answers questions with the support of graphic resources.
Development
Learning to Learn 116 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 3. Analyze with a partner the two graphic resources below and tell which questions they are aiming to answer. You may draw students’ attention to the graphic resources provided and encourage them to review the texts they have read while working on this unit to check which specific aspects they are aiming to reinforce. Invite them to formulate a question for each that can be answered just by looking at them (or check if they answer any of the questions they wrote on page 57).
Unit 6 • Activity Book p. 61
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