Longman Keystone Level D Unit 2

Transcription

1 Lesson 1 Have students complete the Quick Write word web about growing up on page 71 of their books. Ask them to write a few sentences using the words they put in the web. SAY: Write a few sentences about growing up. Use the words from the QuickWrite word web you have created. Lesson 2 Have students refer to the Big Question. Ask them to concentrate on ways that a person can grow without changing. SAY: How can a person grow without changing? Write a few sentences about physical changes. Explain how a person can change physically without changing in other ways. Lesson 3 Creative Writing After introducing the key words on page 73, invite students to write a creative short story using the terms develop, inactive, protective, and straighten. SAY: Use the words develop, inactive, protective, and straighten to write about yourself or someone you know. Lesson 4 Academic Words Reinforce the academic language by asking students to write their own context sentences. SAY: Write a sentence for each of the academic words on page 74. Lesson 5 When you have covered the Reading Strategy Section on page 75, ask students to use complete sentences to fill in a sequence of events chart. SAY: Chose a period of time or an event in your life and fill in the boxes of a sequence chart. Use terms like first, then, next, finally, last, etc. as you write a sentence for each step in the sequence. Lesson 6 Creative Writing Use the On Your Own activity on page 80 of the student book as a springboard for student writing. SAY: Write a short story about a kindness you have done for someone else. Lesson 7 After completing the practice activity on page 82 of the student book, use the sequence chart again to reinforce the skill by having students sequence an event of their own. SAY: Use the sequence chart showing the sequence of events in a process of your choice. Remember to use sequence words.

2 Lesson 8 Review with students the elements of Narrative Texts. Have students write a three starter sentences for three different stories. SAY: Write three starter sentences for three different stories. Remember to make the sentence catchy to get the interest of the reader. Lesson 9 Review the literary words with students on page 85. Then have students write one context sentence of their own using each term. SAY: Think of a story that you have enjoyed reading. Use the terms plot, point of view, and conflict in sentences describing the story. Lesson 10 Use the On Your Own activity n page 89 of the student book. Have students think of something that they have looked forward to that turned out to be a disappointment. SAY: Have you ever been disappointed by something you were looking forward to? Write a few sentences describing what happened. Lesson 11 Ask students to write a paragraph describing how Roll of Thunder Hear My Cry has affected them. Have them site examples from the reading that they found particularly moving. SAY: How did this story make you feel? What parts affected you the most? Describe your feelings. Lesson 12 Have students write four sentences using a different highlighted term from the reading in each. SAY: Can you use the reading vocabulary in sentences of your own? Write four sentences using a different key word from the reading in each. Lesson 13 Conditional Sentences Have students practice conditional sentences in groups. Have each group write one factual conditional sentence and one unreal conditional sentence. SAY: Each group has ten minutes to write one factual and one unreal conditional sentence. Then each group will read their sentences to the class.

3 Lesson 14 Have students share autobiographical stories about a change they may have experienced by moving to a new house, town, state or country. Have them write about their experiences with this kind of change. SAY: Have you or someone you know ever had to relocate? Where did you move from? How did you feel when you left your old home? How did you feel when you arrived at your new home? Lesson 15 Have students complete the practice activity on page 99 of their student books. Then ask students to write context sentences of their own for three of the Key Words. SAY: Review the context sentences at the top of page 99. Write three sentences of your own using any three of the key words. Lesson 16 Poetry Ask students to write pairs of rhyming sentences using words with the long a, i and/or o sounds. SAY: Do you have a favorite song or poem that uses rhyming words? Write a short poem or song lyric using rhyming words with the long a, i, or o sounds. Lesson 17 Have students discuss the On Your Own activity on age 104 of the student book. Ask students to write a list of things about their community they would like to share in a letter to a friend. SAY: What would you like to share about your community with someone? How do the events in your community affect your life? Are you happy where you are or do dream of being someplace else? Write a list of things that you would you share in a letter to a friend or relative. Lesson 18 Supporting Opinion Ask students to write about why they do or do not like big cities. Have them begin their writings by finishing one of the following sentences. SAY: Begin writing by finishing one of the following sentence: I like big cities because... I don t like big cities because...

4 Lesson 19 Complete the Practice activity on page 109. After students have written their letters, ask them to write a short evaluation of their work. Encourage them to be honest as to whether their letters had a clear voice and used simple past and present perfect correctly. SAY: Now that you ve finished your letters, how do you think you did? Write about what you think you did well in your letter. What can you do better next time? Lesson 20 Characterization Ask students to write a short characterization about a friend or relative. Use the paragraph at the top of page 111 as an example for students. SAY: Write a few sentences about a friend or relative. Is there something about their personality trait that they are known for? Include this in your characterization of them. Lesson 21 Review the meanings of the Academic Words on page 112 of the student book. Have students test their knowledge of the terms by writing each term in sentences of their own. SAY: Practice the academic words. Write a new sentence including each term. Share your sentences with a partner to see if they are able to understand what you have written. Lesson 22 Visual Literacy Ask students to examine the illustration on page 117 of their books and write about their observations. SAY: Look at the illustration. Who is depicted in the picture? What event in the story is being depicted? Does the illustration help you relate to the story? How? Lesson 23 Have students choose one of the On Your Own questions on page 120 of their books and write about their personal experience. SAY: Have you had a personal experience that relates to this reading? Do you worry about what others say about you? Write a few sentences telling about your experience. Lesson 24 Ask students to write a sentence using a double negative. Then ask them to rewrite the sentence to make it correct. Give them the example of I don t have nobody. Then correct the sentence for them. SAY: Rewrite this sentence to correct the double negative: No one ever does nothing for me.

5 Lesson 25 Supporting Opinion Ask students to think about which reading they liked the best in unit 2. Have them write three sentences. SAY: Which reading did you like the best? Why? Lesson 26 Brainstorming Read the list of projects on page 125. Ask partners to think about other possible projects. SAY: Write another possible project for this unit. Lesson 27 Supporting Opinions Review with students the Further Reading selections on page 125 of the student book. Ask student to write about the selection that most interests them. SAY: Write about which selection would be most interesting. Why does it interest you? Lesson 28 Call attention to the Perform Your Skit section on page 127. Ask students to write about how they feel when they perform. SAY: How do you feel when you speak in front of the class? Are you nervous or excited? Do you like to perform? Why or why not? Lesson 29 Encourage students to write a self evaluation of their performance. Have them use the checklist on page 63 as a starting point. SAY: Evaluate your own performance in the skit. Write about the things you did well, as well as the areas where you may need to improve. Give constructive criticism of your performance. Lesson 30 Encourage students to write an evaluation of other classroom skits. Have them use the checklist on page 127 as a starting point. SAY: Evaluate other groups performances. Write about what they did well, as well as where they may need to improve. Give suggestions of what they can do to improve the next time they perform.