use of definite and indefinite articles (determiners). Have them work in pairs to identify them in their FAQs. Then draw their attention to the checklist and ask volunteers to read the questions aloud to ensure comprehension. Differentiated Instruction For this activity, you could use the T hink-Pair-Share Strategy to form pairs in which one student may tutor the other to proofread their FAQs. Learning to Do 116 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 5. Check the use of commas and periods. Students will continue working in pairs to review that commas are used to separate ideas and periods to introduce a new theme. Monitor to check their work. Elicit that Mrs. Luna’s students adapted the original idea to their school’s rules. Have them discuss how the original idea could be implemented in their own school and how they would adapt it. Product: Poster with FAQs About a School Problem In this lesson, students will write the answers to their questions using the information they paraphrased. This activity will be your fourth evidence in this unit; ask students to file it following the procedure you prefer. For homework, ask students to bring the material they will use to design their posters. ICT Box Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them. 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 is proofreading? Ask the question again and encourage students to recall what they learned in this lesson. Encourage them to mention its importance.
116
4 Evaluate with your partner the use of a , an , and the in the FAQs you wrote using the checklist below. 116
How are a , an , and the used? For information about this theme, go to page 116.
Yes No
Did we use a/an for unspeci c nouns? Did we use the for speci c nouns?
Did we use a/an for countable singular nouns? Did we use a for nouns starting with a consonant? Did we use an for nouns starting with a vowel?
116
5 Check the use of commas and periods.
Did we use a period before introducing a new theme?
116
What are periods and commas used
Did we separate ideas using commas?
for? For information about this theme, go to page 116.
ICT Box If possible, use an Online Poster Maker tool to create the digital version of your poster and share it with classmates from other grades.
Reader What did Mrs. Luna’s class do with the original idea? (pp. 74-75)
Poster with FAQs About a School Problem
Step 4
• Answer your questions. • Decide which material you will use to create your poster. Bring it the next session. Self-evaluation (Check the box or boxes.) The strategies that I used to check the information that I registered were: Check spelling of specialized words. Verify the use of a , an , and the . Review the use of commas and periods. Tip: After you check your own work, it is always useful to practice peer assessment by asking one of your classmates to give you feedback.
63 Unit 6
Achievement
Register and organize information.
Teaching Guidelines
• Verify and compare the use of determiners. • Review that commas are used to separate ideas and periods to introduce a new theme.
Development
Learning to Do 116 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 4. Evaluate with your partner the use of a , an , and the in the FAQs you wrote using the checklist below. Before students start working on this task, you may explain that proofreading is the last step they should always follow before creating a final version of a text. Tell them that it consists of rereading and correcting spelling, punctuation, and grammatical errors to ensure their texts are understandable and well written. Explain that in this unit they will focus on checking the
Unit 6 • Activity Book p. 63
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