UNIT x UNIT 4 | 135 Reading • Identify cause and effect Remind students that a cause is a reason and an effect is a result. Write on the board: I was hungry. / I ate an apple. Elicit the relationship between the sentences and which is cause and which is effect. (cause and effect; 1 cause, 2 effect) Direct students’ attention to the text. Ask: Why is Zoey quiet today? (her mother may have to go to the hospital) Then say: Zoey’s mother is in bad health. How does this affect Zoey? (Zoey is worried and quiet) • Distinguish fact from possibility and suggestion Say: Zoey’s mom might go to the hospital. What does this mean? Write on the board: might, may, can, could, should. Tell students to listen for these words to distinguish fact from the possibility or suggestion of something happening. • Use the glossary Call attention to the words diabetes and blood pressure. Ask: Who can explain what diabetes and blood pressure mean? Observe students to see if they notice the glossary before pointing it out. • Analyze dialogue tags Tell students they are going to retell the story. Remind them to retell conversations using the correct tone for the speaker’s voice. Ask: How do you know the correct tone? (dialogue tag) Direct students to identify and analyze dialogue tags before retelling to discover the correct tone of the speaker. • Interpret punctuation Explain that punctuation also shows a speaker’s feelings. Direct students’ attention to page 135. Explain that three dots signal a pause in speech. Say: A speaker may pause because he is confused or does not want to admit something. Read aloud sentence 2 in paragraph 1 to demonstrate. Then ask: Why does Zoey pause? (she doesn’t want to admit she is worried about her mother) • Retell to confirm understanding Have students work in pairs to retell the story thus far. Remind them to use words that signal the order of events and conversations. Check In Ask and answer questions Give students time to ask each other the questions and formulate answers. Then discuss answers as a class. ANSWERS 1. First Zoey says she is quiet because Marisol is always telling her what to do. Then she says the real reason is because her mother is sick and may have to go to the hospital for a long time. 2. They are going to a cooking demonstration. PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Support students in understanding challenging vocabulary in the text on page 135. Provide additional comprehensible input for the verb phrases turn to face, have to (as must), and cheer up. Use gestures and examples to demonstrate the meanings. Consider translating can’t control into students’ home language or have a higher proficiency student translate the verb phrase. Amplify Have students write a brief opinion paragraph in response to question 1. Together, brainstorm a word bank they can use for writing. Model an example paragraph, then give pairs a chance to discuss their ideas. Provide sentence frames, if necessary: Zoey feels_____ because _____. She doesn’t want to admit_____. UNIT 4 / READING Zoey turns to face Marisol and continues. “The real reason I’m not having as much fun is . . . well, I’m worried about my mother. She has a doctor’s appointment today. If she can’t control her diabetes and high blood pressure, she might have to stay in the hospital until the baby comes.” “Oh, no!” exclaims Marisol. “Then what will you . . . ?” She doesn’t finish the question. She touches Zoey on the arm and says, “Let’s go to the cooking demonstration. My cousin Mario is today’s chef. I bet he’ll cheer you up.” GLOSSARY diabetes a disease; the body can’t control the amount of sugar in your blood blood pressure how strongly blood moves through your body CHECK IN 1. Cause and effect Why is Zoey quiet today? 2. Sequence What are Zoey and Marisol going to do next? 135 UNIT 4 Fresh Finds at the Farmers Market
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