UNIT X UNIT 3 | 83 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 already used: roots, tree, Earth, branches. Have students repeat each word and point to where they see it shown in the image. • Interpret images Direct students’ attention to aspects of the photo by pointing to the tree, the ground, and the girl. Show students images of different families, children, parents, grandparents from different countries and cultures. Ask: Who are they? How are they connected? What are their roots? How are their roots connected to where they are from? You may wish to begin a class mural and add to it as students learn more about families and roots throughout the unit. • Ask and answer Read each question aloud. Guide students to answer in full sentences. ANSWERS Sample answers: 1. The tree has roots that connect it to the ground, and the girl has roots in the country she is from. 2. There are trees and flowers. I don’t see their roots because they are in the ground. 3. My family has roots in Mexico and China. MY GOALS for this unit • Preview In this unit, students will use viewing, active listening, oral language, math, and reading and writing to explore the concept of cultural roots. They will read a story about a child learning about her roots. They will also read a persuasive article about preserving a community’s heritage and an informational text about where our food comes from. They will watch a video about a family of farmers. They will also sing a song and design Pueblo pottery. Finally, students will write a persuasive letter to the editor about a topic they care about. • 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 • Solidify new vocabulary by frequently pointing to and labeling depictions of roots in your idea map and throughout this unit. Direct students to 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 roots as a complex combination of people, places, and cultures that is unique for each person. Amplify Ask students to write and say more about their roots and the roots they share with others. Ask follow-up questions to prompt more relevant details about their own roots and what roots they share with classmates. UNIT X3 CONNECT TO THE THEME Plants have roots. People also have roots–their family. 1. Look at the picture. What in the picture has roots? Explain. 2. What plants grow in your area? Do you see their roots? Explain. 3. Where are your family’s roots? MY GOALS for this unit Reading • Read a realistic fiction story • Use sequence Language Arts • Read a letter to the editor • Recognize persuasive writing Science Evaluate industrial agriculture Social Studies Discover our agricultural roots Math Identify and measure angles Music Listen and sing Art Create a geometric design Writing Write a persuasive letter UNIT 3 83
RkJQdWJsaXNoZXIy MjUyNzA0NQ==