UNIT 1 DIFFERENTIATED INSTRUCTION Scaffold • Complete From Your Perspective as a class. Discuss each item and help students understand which is a strength and which is a challenge for them. For example, ask: Who likes to wake up early? Find out what time students wake up. Ask the class to draw conclusions about who waking up on time is a strength for and who it is a challenge for. • Discuss My Goals for This unit as a class. When viewing the icons, be aware that you may have SLIFE (Students with Limited or Interrupted Formal Education) who may not have been exposed to these subjects. Ask: Did you study language arts? Science? Social studies? Math? Did you take electives? There may be students who do not understand what you are asking, so point to pictures in the book and use gestures as much as possible. Then walk through each goal, showing the page and elaborating on the activities. In this unit, students will use viewing, active listening, oral language, and reading and writing to explore the theme of identity. Amplify • After completing From Your Perspective, have students work individually to identify an additional one or two strengths that they have and one or two challenges that they face. • Demonstrate self-management After students identify their strengths and challenges, have them discuss in groups how these behaviors help them achieve their goals. Students may choose to discuss the strengths and challenges listed on the page or expand their discussion to other areas. BRIDGES TO THE THEME: IDENTITY Exchange information and ideas Write on the board: Identity. Brainstorm with the class a definition of identity. Show two realia items, such as photos of sports or movie celebrities. Ask: What makes these people the same? What makes them different? Then have students think of what makes them the same and different from a family member or friend. Tell students in this unit they will discuss the elements that make up identity and become more aware of their own identity. VIDEO: BRIDGES TO THE THEME Write on the board: What makes your identity? Play the video. Ask students to describe the video. Prompt them with questions, such as Who are the characters? Where are they? What are they talking about? What do you learn about identity? Encourage students to add their own ideas. WHAT YOU BRING • Recognize personal values Explain that the people, places, and things that are important to a person contribute to their identity. Emphasize that each person’s lists will be unique. • Categorize and organize ideas Show students how to organize their ideas; for example, they could use a four-column chart to list ideas for each bulleted point. Encourage students to share their lists in pairs, asking and answering questions about items to engage in meaningful interaction. FROM YOUR PERSPECTIVE • Demonstrate self-awareness Ask students to read the list of skills silently and identify which are easy or difficult for them. Have them show by raising their hands which are their strengths and challenges. Tally the results on the board. For items that present a challenge for a number of students, discuss strategies for overcoming the challenge. • Talking circle Build community in the classroom by discussing strengths and challenges in concentric talking circles. Have half the class form an inner circle, and half the class form an outer circle standing and facing each other. Have inner circle students name one of their strengths to the person across from them in the outer circle, and that person states a challenge. Students step to the right and face a new partner, repeating the process. MY GOALS FOR THIS UNIT • Preview Arrange students in pairs to preview the unit. Tell them to look through the unit and talk about what they will learn. • Present Assign each pair a section of the unit to preview. Have them present the section to the class by showing the pages and stating briefly what they will learn in this section. Practice Book p. 1 Teacher’s Edition • UNIT 1 | 3 BRIDGES TO The Theme Make a list of people, places, and things that demonstrate who you are. Think about: • people in your life • places you go • things you do • books, music, games Talk about your list. Identify things that are easy for you (strengths). Identify things that are difficult for you (challenges). • waking up on time • getting homework done • putting down your phone • talking to other kids • talking to adults What You Bring From Your Perspective Identity MY GOALS for this unit Reading Honoring Our Ancestors edited by Harriet Rohmer Oral Language Audiovisual profile Grammar • simple past tense: regular and irregular verbs Language Arts “I’m Nobody! Who Are You?” by Emily Dickinson Science Discover the geological timeline Social Studies Compare world celebrations Mathematics Apply ratios and proportions Technology Evaluate guidelines for online behavior Writing Write a personal narrative Media The Candle Annie Victor Catalina UNIT 1 3 BLC23_SE_LB_U01_002-003_UO.indd 3 8/30/21 11:01 AM
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