UNIT 1 DIFFERENTIATED INSTRUCTION Scaffold While discussing the Big Idea, if students need support to think of character traits, act out smiling big and shaking hands or waving at students. Write friendly on the board. Offer a sentence: I am friendly because I like to meet new people. Then put head down, pull shoulders in, and cross feet. Write shy on the board. Say: I am shy because I feel nervous talking to people I don’t know well. Add more traits on the board for them to copy into their notebooks. Have students work in pairs to find or clarify the meaning of each. Ask them to act out the traits. Then have them identify which traits describe themselves and explain why as modeled. Amplify • Discuss how the title is a play on words as roots refers to historical identity (i.e., where a person comes from) as well as the underground part of a plant (i.e., where plants come from). Have multilingual learners explain why this is a challenge in English and give examples of other multiple-meaning words. Invite them to share about anything similar in their home language. • As an extension, have students work in small groups to make their own video about identity. Tell them to write their own definition of identity and include examples from their own lives. Instructional Routine: Unit Opener p. Txxiii DISCOVERING YOUR ROOTS • Determine the meaning of multiple-meaning words and phrases Ask a student to read aloud the unit title. Point out that roots has multiple meanings. Have students view the images and say what they see (plants and family members), then consult a reference resource to find the meanings that fit the context of the unit theme. Ask: What do roots mean in a plant? What do they mean in a family? Lead students to understand that a person’s roots are where they came from. Ask: What are your roots? Encourage students to identify either the place where their ancestors are from or the place they are from— whichever they identify with more. • Identify theme Ask: What can you learn about a person from their roots? Encourage students to discuss how people are shaped by the places and people they come from. Say: In this unit, we will discuss identity. Your roots are part of your identity. • Construct meaning from visuals Give students a few minutes to study the photo. Ask: What do you see in the photo? How does the photo reflect the unit title? How does the photo fit the idea of identity? • Acquire and use academic and domain-specific vocabulary Assess student language levels related to the theme as they discuss the unit title and photo. Take note of and write relevant words and phrases on the board to present to the class. BIG IDEA • Express own ideas and build on others’ ideas Read aloud the Big Idea. Ask: What are examples of personality traits? Brainstorm a list and write them on the board. Ask volunteers to identify any traits that are true about them. Ask: What are examples of special stories? To help students participate confidently, provide an example story of a personal experience that helped shape your identity, such as moving to a new place. Ask: How does your history make up your identity? Explain that a person’s history can include events that happened when they were younger as well as information about parents, grandparents, and ancestors. As an example, explain where your ancestors came from, or what profession a family member has. Tell how this has helped to shape you. Add your own information to what you heard to build on the idea. • Sensitivity note Be aware not all students feel comfortable sharing personal information about themselves with the entire class. Ask them to jot down personal thoughts or reflect silently about their personal identity. If difficult or traumatic experiences are revealed, enlist support of school counselors if warranted. BIG IDEA Your personality traits, special stories, and history make up your identity. ROOTS Discovering Your UNIT 1 2 Unit 1 BLC23_SE_LB_U01_002-003_UO.indd 2 8/30/21 11:01 AM 2 | Teacher’s Edition • UNIT 1
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