UNIT X UNIT 2 | 43 Background knowledge Be aware that students may not be familiar with what makes a place a world wonder. Some may not have traveled. Point out that world wonders can include natural places and places that a person thinks are inspiring, beautiful, or amazing. Critical Viewing • Generate content vocabulary Give students time to closely view the photo and think of words to describe it. • Use visuals to develop vocabulary Point to vocabulary already on the word wall. Circle back to words students have used: traditional clothing, colorful, joy, ruins, mountains, ancient, structure. Have students repeat each word and point to where they see it shown in the image. • Interpret images Direct students’ attention to photos of human-made and natural world wonders. Ask: What is this? Describe it. If students respond easily, progress to simple who, what, and where questions that can be answered with one or two words. For example: What makes it amazing? Why don’t you like this place? You may wish to begin a class notebook online and add to it as students learn more about world wonders throughout the unit. • Ask and answer Read each question aloud. Guide students to answer in full sentences. ANSWERS 1. mountains, trees, grass, clouds; 2. buildings, walls, steps; Sample answers: 3. The place looks old. Many of the buildings do not have roofs, so it looks like no one lives there now. The buildings must have been built a long time ago. 4. Yes, I would like to visit this place. It is very beautiful, and I think I would learn a lot about the past. MY GOALS for this unit • Preview In this unit, students will use viewing, active listening, oral language, and reading, and writing to discover different types and aspects of world wonders. They will read informational texts called Secrets of the Ancient World, An Amazing Waterfall, The Longest Wall, and Wondrous Pyramids to answer comprehension questions. They will look at text elements to interpret a timeline and acquire tools for writing compound and complex sentences. They will do a word study on homophones. In Science, students will learn about natural wonders, while in Social Studies they will look at human-made wonders. In Math, students will read about and use decimal place value. They will listen to and sing a song about wonders of the world. They will learn how to use perspective in Art to draw a bridge. Finally, students will write an informational text about history. • Match icons with ideas Have students closely view the unit goals. Point out each icon and name it. Have students repeat each term. DIFFERENTIATED INSTRUCTION Scaffold • Strengthen understanding of new vocabulary by frequently pointing to and labeling pictures of the world wonders in your notebooks and throughout this unit. Have students point to and talk about the images after you. • Have students create their own word banks and add new vocabulary to them. Then ask students to use these words in a discussion that reinforces the meaning of world wonders. Amplify Ask students to share their opinion on what makes a world wonder. For example, I think that the Botanical Garden is a world wonder. The number of trees and the structure of the gardens are amazing. Reading • Read an informational text • Make inferences Language Arts • Read an informational text • Intepret a timeline Science Articulate how rock structures form Social Studies Compare two world wonders Math Recognize decimal place value Music Listen and sing Art Discover perspective Writing Write an informational text MY GOALS for this unit There are many amazing natural and human-made places in the world. 1. What do you see in the photo that is part of nature? 2. What do you see that was made by people? 3. Do you think the place is old or new? Why? 4. Would you like to visit this place? Why or why not? CONNECT TO THE THEME UNIT 2 43 UNIT 2
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