Time to Shine Ask students to look at page 87. Ask them what is shown on the page (a chart). Ask students why we use charts. (They make it easier for us to show a lot of information together, to put similar and different information together and to compare information.) We can use charts to help us read and write information clearly. Charts have columns, where we write the headings. Each row contains information about something different. 4 Read the song again and tick ( ✓ ) the correct column to show where the animal lives. Draw the chart on the board. Do the butterflies and deer together as a class. Then ask students to work in pairs and try to find monkeys. Check answers one by one and add them to the chart on the board. Big Book 2: Animals in the School 59 Open the Big Book to page 20. Point to the title and call on a volunteer to read it aloud. Ask students what animals they think they could find in a school. Elicit what they think the story is about. Play the track and ask students to listen as you turn the pages. Ask students if their prediction about the story was true. Play the track again, this time pausing at the end of each page, such as: What is this? What color is it? What does it eat? Is it big/small? Illustrated chart of animals Step 1 Ask students to draw a chart. Give them step by step instructions. First ask them to turn their page horizontally. Tell them to use a ruler to draw raw 4 columns and then 7 rows. Use the whole page. Then ask them to write Animal in the first column. Get them to draw a picture of the five animals like in the above chart. Self-evaluation Tell students to tick the box if they can identify the information in the chart. Wrap Up Ask students to stand up. Tell them to look at their charts. Tell them that if the animal you say lives in the north, they should jump. If the animal lives in the center, they should keep on standing, and if the animal lives in the south, they should bend their knees. Do an example together and act it out.
Animals
• We can use charts to help us read and write information clearly. • Charts have columns, where we write the headings. Each row contains information about something dierent. Time to Shine!
4 Read the song again and tick the correct column to show where the animal lives.
Column 1
Column 2
Column 3
Column 4
Row 1 Row 2 Row 3 Row 4 Row 5 Row 6 Row 7
North Center
South
Butterflies Deer Monkeys
Wolves Snakes Jaguars
Illustrated chart of animals
Step 1
• Take a piece of paper. • Draw a chart.Draw 4 columns and 7 rows.Use the whole page. • Write “Animal” in the rst column. •Draw a picture of the ve animals like in the above chart. Self-evaluation •Can I identify the information shown on a chart?
• Identify characteristics and graphical layout of charts. • Invite students to think about the value of language to disseminate information, with graphic supports.
87 Unit 9
M09 Sunburst AB 1 MEX 44480.indd 87
23/04/18 7:18 p.m.
Expected Outcomes Identify characteristics and graphical layout of charts. Invite students to think about the value of language to disseminate information, with graphic supports. Materials Activity Book p. 87, Big Book 2, CD track 59, crayons or colored pencils, paper Warm Up Ask students to work in teams of four. Tell them to think about wild animals that they know. Have them choose one and mime it for their group for them to guess the animal. They should all have a turn miming. Walk around as they work.
Unit 9 T87
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