UNIT x 124 | UNIT 4 Instructional Routine: Before You Read p. Txxiv Use Prior Knowledge: Farmers Markets Preview an image Read aloud the definition of farmers markets, and confirm comprehension of farmers, sell, and products. Then direct students’ attention to the photo of children at a market. Say: Farmers grow food. They sell their food in farmers markets. Farmers markets sell fresh and healthy foods. If available, share more photos of farmers markets. Briefly discuss the foods or items on sale in each one. A Generate lists Work with students to generate a list of foods sold at farmers markets. Have students look back at your idea map and recall previous discussions for ideas. Then ask students to describe what happens at farmers markets. Say: People go to farmers markets to buy fresh food. Some farmers markets are open every day, but some are only open on special days. Support students in describing the location of farmers markets they know about. ANSWERS Sample answers: 1. You can buy fresh fruit and vegetables, like cucumbers, tomatoes, corn, lettuce, grapes, and apples. 2. Yes, I have. The farmers sell their food in a parking lot. They helped us choose our foods. We got lettuce, tomatoes, cucumbers, and apples. 3. The closest farmers market to my school is in the parking lot of a shopping mall. It takes place on Saturday mornings. Build Background: Influences A • Use visuals to determine meaning Ask: What is influence? Display images illustrating the concept (such as a child helping/pressuring another child). Say: If you have influence, you affect what someone does or thinks. Point to the photo in the book and say: They are a good influence. • Preview Read the text and questions. Have students read or listen to the text at least twice. Then read aloud the questions again and have students share responses. ANSWERS Sample answers: 1. My sister Emma. She always eats healthy food and exercises. 2. I can be strong. I can tell them I will not do anything unhealthy or wrong. EXPLORE AND LEARN PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Emphasize to students that influence can be helpful or hurtful. Give students the opportunity to rehearse their responses with a peer before sharing with the group. Provide students with sentence frames as needed: _____ is a good influence on me because _____. If someone is a bad influence, I can _____. Amplify Have pairs take turns pretending to be a good influence and a bad influence on the other. Have them brainstorm situations they have been in where someone has influenced what they said, did, or thought. Have partners switch roles until both have role - played a positive and a negative influence. Provide sentence starters, such as: You should _____. / You need to _____. No, I shouldn’t _____. / I don’t need to ______. I should _____. UNIT 4 / BEFORE YOU READ Farmers Markets Use Prior Knowledge A farmers market is a place where local farmers sell food and other products. A Discuss the questions. 1. What can you buy at a farmers market? 2. Have you been to a farmers market or other outdoor market? Describe it. 3. Research a farmers market near you. You can research online. What is the closest farmers market to your school? When does it take place? Influences Build Background In Fresh Finds at the Farmers Market, friends Marisol and Zoey influence each other. A good influence encourages you to do the right thing and be a better person. A bad influence tries to get you to do things that are unhealthy or wrong. A Discuss the questions. 1. Who is a good influence on you? Why? 2. What can you do if someone is a bad influence? My soccer friends are a good influence on me. They keep me motivated and healthy. BEFORE YOU Read UNIT 4 124
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