UNIT 1 BEFORE YOU READ DIFFERENTIATED INSTRUCTION Scaffold • Some students may not immediately recognize the shapes of the continents on the map and be able to name them. Show a labeled world map and ask them to match the continents and then identify each continent on the map in their books. Point out that the names given on the map include a city and state (Knoxville, Tennessee) or a city and country (Beirut, Lebanon). Explain that the city is not listed for George Crespo’s ancestor in Puerto Rico because it is not given in the memoir. • As students work in pairs or groups, encourage them to use communication strategies to convey their ideas even if they do not know the words. In large-group discussions, allow students to assist each other with vocabulary to promote collaborative learning. Amplify Show or project a world map on the board. Ask students to come to the board to label one or two places on the map where their ancestors are from. Help students locate places on the map as needed. Ask them to identify specific cities as well as countries if possible. Provide sticky notes for students to write their name, their ancestor’s name, and the name of the city and country and stick to the map. Have the class view the completed map and draw conclusions about the class’s ancestors; for example: Many of our ancestors are from Southeast Asia. EXPLORE AND LEARN Instructional Routine: Before You Read p. Txxiv Use Prior Knowledge: Ancestors • Use a dictionary to find pronunciation, meaning, and part of speech of academic words Read aloud the introductory sentence. Point out the dictionary entry for ancestor. Ask students to use the pronunciation key to help them pronounce the word correctly. • Acquire and use vocabulary Read aloud the questions and have a student read the sample responses in the speech bubble. Have students work in pairs to ask and answer the questions. Monitor and provide feedback on students’ discussions. Build Background: The Geography of their Ancestors • Interpret a map Explain that students will read six stories by different artists about their ancestors. Point out that the artists’ ancestors are from different parts of the world, as shown on the map. Have pairs work together to interpret the map, using the key to match the authors in the box with the place their ancestors are from. • Integrate visual information Ask pairs to answer question 1 with more details; for example: Helen Zughaib’s ancestor is from Beirut, Lebanon. Lebanon is in the Middle East. Model correct pronunciation of the names and places beforehand and encourage students to pronounce them as close to correctly as they can while they discuss. Point out that it is important to respect names, since they are part of the identity of a person or place. • Participate in oral exchanges of information Have pairs share information about the geography of their own ancestors. Point out the academic vocabulary word geography and elicit or provide a definition and example. Help pairs locate the places on the map where their ancestors are from as needed. Encourage them to share as many details about the places as they can. • Sensitivity note Talking about ancestors and where they came from may be sensitive for students, particularly if the topic of why they left a region is broached, such as war or natural disaster. Walk around as students work to monitor that they are engaging in a respectful dialogue. Be sensitive to SLIFE or others who may have experienced trauma. Offer your support or the support of a school counselor if traumatic topics arise. • Culture note Students may be interested in learning a few details about the places noted on the map. Prepare ahead of time or allow students to research a “fun fact” about each place to share; for example: Mexico City is the fifth most densely populated city in the world. It is home to 21,671,908 people. Invite students to build on what you noted and share any cultural information they already know about these places. BEFORE YOU READ Helen Zughaib Stephen Von Mason Nancy Hom Maya Christina Gonzalez Enrique Chagoya George Crespo KEY Beirut, Lebanon Knoxville, Tennessee Toisan, China Mexico (central) Mexico City Puerto Rico You will read a collection of stories by artists about their ancestors. Read the dictionary definition of ancestor. Answer the questions. 1. Name one of your ancestors. 2. Where did your ancestor live? 3. What else do you know about your ancestor? This map of the world shows where the artists’ ancestors are from. Read the map. 1. Use the color coding in the key to locate and talk about where each artist’s ancestor is from. Helen Zughaib’s ancestor is from . . . 2. Locate and talk about the place where one or more of your ancestors are from. Use Prior Knowledge ANCESTORS Build Background THE GEOGRAPHY OF THEIR ANCESTORS My great-grandfather Julio is my ancestor. He lived in Puerto Rico. He moved to the United States when he was 16 years old. ancestor (noun) 'an-ses-turr a person from your family who lived before you UNIT 1 4 BLC23_SE_LB_U01_004-007_BR.indd 4 8/30/21 11:58 AM 4 | Teacher’s Edition • UNIT 1
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