UNIT x UNIT 4 | 123 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 on the word wall. Spiral back to words students have already used: girl, man, fruits, vegetables, shopping, food, tomatoes, cucumbers, lettuce, grapes, and shopping bag. Have students repeat each word and point to where they see it represented in the photo. • Ask and answer Read each question aloud. Guide students to answer in full sentences. • Interpret images Direct students’ attention to specific aspects of the photo by pointing to the shoppers and fruits and vegetables. This will help them infer the concept of healthy foods. To introduce question 3, say: I like to eat fresh foods. I usually choose grapes, lettuce, and cucumbers. Point out the foods as you say them. You may wish to begin a class mural on chart paper of drawings of healthy foods and activities, and add to it as students learn more about healthy habits as they go through the unit. ANSWERS 1. She is at a market. 2. She is choosing vegetables. 3. Sample answer: I would choose apples, bananas, and grapes for fruit and lettuce, cucumbers, and tomatoes for vegetables. MY GOALS for this unit • Preview In this unit, students will use viewing, active listening, oral language, and reading and writing to discover the meaning and advantages of healthy habits. They will read a realistic fiction story about a farmers market and the benefits of healthy habits in controlling illness, and they will identify fact and opinion. They will read a drama about forming healthy habits and analyze elements of drama. They will explain how photosynthesis works, compare lifestyles in the 1800s with today, and work with fractions. They will listen to and sing a song about vegetables. They will also discover still life painting and learn how tone is created. Finally, students will write a scene for a play about healthy habits. • 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 healthy foods and activities in your idea map 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 healthy habits as regular activities that keep your body fit. Amplify Ask students to write and say more about health and healthy habits that can help people prevent illness. Ask follow-up questions to prompt more relevant details. UNIT 4 CONNECT TO THE THEME It’s important to eat healthy foods for breakfast, lunch, and dinner. 1. Where do you think the girl is? 2. What is she doing? 3. What fruits and vegetables would you choose? MY GOALS for this unit Reading • Read realistic fiction • Identify fact and opinion Language Arts • Read a drama • Analyze elements of a drama Science Explain the process of photosynthesis Social Studies Compare lifestyles in the 1800s to today Math Add and subtract fractions Music Listen and sing Art Discover still life painting Writing Write a scene for a play UNIT 4 123
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