UNIT X 42 | UNIT 2 Connect to the Theme • Activate prior knowledge Say: World Wonders. Ask: What are some examples of wonders, or famous places, in the world? (Machu Picchu, Pyramids of Giza) Cue students by pointing to the picture of the ruins in the mountains. • Use a semantic organizer Sketch an idea map on the board. Write world wonders in the center circle. Explain to students that world wonders are places that were built many years ago, still exist today, and teach us about the past. There is a list of the traditional seven world wonders, but only the Pyramids of Giza still exist. In 2000, a Swiss foundation launched a campaign to name the New Seven Wonders of the World. Ask: What makes a place beautiful or wonderful? Are natural or human-made places more impressive? What places should be on the list of the New Seven Wonders of the World? Encourage students to support their answers. The concepts of wonder and beauty are subjective. Remind students to be respectful of their classmates’ opinions. Connect to THE THEME Play the Connect to the Theme video. Ask students to describe what they see. This will help you assess what vocabulary terms students already know. Theme-related Vocabulary Use pictures to identify theme Direct students’ attention to the photo. Ask: What do you see? Let students discover the following terms in context as they arise: traditional clothing, colorful, joy, ruins, mountains, ancient, structure. Say: What are the girls feeling? Why are they dressed in those clothes? Where are the they? Describe the background. Assess Language Levels Related to the Theme Answer questions Hold up the book and do a picture walk of Unit 2. Ask advanced, open-ended questions that allow discussion. Say: Look carefully at the girls’ clothing. How is it similar to and different from your clothes? Why are they wearing the same outfits? Now look at the village. What do you notice about the buildings? Where is the village located? Is this place a wonder? Connect to the BIG Idea Develop prior knowledge Say: We can learn about the past from many places in the world. What does that mean? Mention to students that while some ancient places can teach us about the past, others are a mystery. Say: Easter Island and Stonehenge are two places that have huge rock structures. No one knows how they got there or what they mean. DIFFERENTIATED INSTRUCTION Scaffold As you introduce the concept of world wonders, provide comprehensible input for new vocabulary. Display images that elicit words such as traditional clothing, colorful, joy, ruins, mountains, ancient, structure. Use gesturing to indicate examples of different world wonders as you discuss them. Guide students to act out the new vocabulary or use the words in sentences. Amplify Have students say more about what fascinates them about the world wonders. If possible, they can bring in their favorite book about something related to world wonders and read it to the class. Create a class discussion bassed on the new vocabulary and the elements of a book and story. BIG Idea We can learn about the past from many places in the world. World Wonders UNIT 2 Unit 2 42 UNIT 2
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