UNIT X 80 | UNIT 2 Publish A Create a final copy Provide access to computers if students choose this method for publishing. B Illustrate the text Direct students to review their writing and identify sections that might benefit from illustrations. Emphasize that illustrations should serve a specific purpose (to help communicate a point) rather than be decorative. C Practice presenting Give students time to practice reading their texts before presenting to partners. Then pair students with different levels of proficiency to read their writing out loud. Direct presenters to read with appropriate volume, rate, and expression. Listeners should listen actively. D • Provide positive feedback Echo read the directions in Activity D. Then model giving and receiving feedback with a volunteer. Direct students to provide positive feedback to their partners. • Home-School Connection Have students share their published writing with family members. Then students can write brief summaries of feedback they receive and share them with the class. BIG Idea: We can learn about the past from many places in the world. • Engage in conversational exchanges Arrange students in groups. Read the prompt aloud and ask students to discuss the questions. Check in to ensure students are participating equally, taking turns, and following rules for discussion. • Revisit familiar texts Direct students to revisit texts from the unit to support their responses during discussion. Provide students with the self-evaluation sheet from the online teacher resources. Practice Book p. 43 COMMUNICATE FORMATIVE ASSESSMENT What I learned in this unit: World Wonders Compare and contrast two of your favorite world wonders. Draw and label a picture of one of the places covered in this lesson. Write your opinion about what makes it a world wonder. DIFFERENTIATED INSTRUCTION Scaffold In order to build fluency and confidence, give students with lower proficiency plenty of time to practice reading their writing aloud before sharing it with their peers. Provide feedback and support with pronunciation, volume, and pace as needed. Amplify Have students take notes on their discussions about the Big Idea and turn those notes into written statements. Tell students to restate the questions in their responses to reinforce writing complete, thorough sentences. Post written statements around the room and have the class do a gallery walk to read them. Publish A Rewrite a final copy of your informational text in your best handwriting. You can also use the computer to type your final copy. B Draw one or more pictures, or include photos, to illustrate your informational text. You can also include a timeline. C Work with a classmate. Read your informational texts aloud to each other. Be sure to read with appropriate expression. D Talk about each other’s writing. Tell your classmate: what you like best about their informational text what could be improved BIG Idea We can learn about the past from many places in the world. What are some places you learned about? What did they tell you about the past? Tell about a place you know that can teach us something. Is it a human-made wonder or a natural wonder? Where is it? What can it teach us about the past? 80 UNIT 2 CONNECT TO Writing UNIT 2 / CONNECT TO WRITING
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