UNIT X 182 | UNIT 5 DIFFERENTIATED INSTRUCTION Scaffold Have students complete the activity in a small group. Review how to use word part, context, and visual clues to determine a new word’s meaning. Then model writing a sentence using one of the new vocabulary words. Say: The story says Zhulong had the power to control nature. I’ll write: Zhulong controlled nature. Provide students with sentence frames to support their writing. 1. Zhulong controlled _____. 2. His eyes were unusual because _____ 3. Zhulong’s eyes were _____ and more _____. When they opened/closed, _____. 4. He _____ to change each season. Amplify Extend the writing task in the activity by having students write a new myth using all six vocabulary words. Explain to students that their stories should focus on a different plot and character(s) and use the same meanings of the vocabulary words that are used in the Chinese myth. Instructional Routine: Grammar p. Txxviii Grammar in Action A • Understand genre Say: You are going to read another myth. What do you know now about the genre of myth? Discuss with students, reinforcing the idea that myth includes powerful forces and has two purposes: to teach a lesson and to explain something in nature. • Use text features to predict purpose Direct students’ attention to the features of the text. Read aloud the title and boldface words. Support students in describing the illustration and matching it to the new vocabulary. Then ask: Who is this story about? (the Candle Dragon) What is happening in the picture? (the dragon is breathing on the land) What do you think is the purpose of this myth? Have students make predictions. • Listen to media to build academic language Play the audio once, having students listen to gain a general understanding of the story without looking at the words. Then replay it, this time asking students to read along silently. Direct them to pay special attention to the words in bold type and their context. • Decode words with affixes Remind students that affixes can help decode the meaning of words. On the board, write unusual, powerful, sniffed, and harder. Say: I recognize -er in harder. I know -er can mean more, and I also know hard means difficult. I can infer from this that harder means more difficult. Zhulong breathed harder to make snow. This must mean that Zhulong breathed very hard to create winter. Repeat a similar procedure for unusual, powerful, and sniffed, drawing out that -un means not, -ful means full, and -ed shows a past action. • B Use the vocabulary Have students discuss the questions in pairs then write answers in complete sentences. ANSWERS 1. Zhulong controlled nature. 2. One was on top of the other. 3. His eyes were brighter and more powerful. When they opened, it became daytime, but when they closed it became night. 4. He changed each season by breathing. He breathed in to create spring, sniffed and held his breath to make summer, breathed out to create fall, and breathed harder to make winter. EXPLORE AND LEARN PRACTICE Grammar in Action A Read the Chinese myth. THE Candle Dragon Long ago, near the Chishui River, there lived a strange creature on Zhangwei Mountain. He was red, like a dragon, and people called him Zhulong, or Candle Dragon. He had the head of a human, but his body looked like a reptile that was very long and thin. In fact, he was longer than the river—over 325 miles long! He had the power to control nature. His eyes were unusual because one was on top of the other. They were brighter and more powerful than anyone’s eyes in the land. Zhulong didn’t sleep, but he opened and closed his eyes daily. When his eyes were open, it was daytime. When he closed his eyes later, it was night. Zhulong controlled the seasons and weather, too. He never ate or drank, and he didn’t even breathe most of the time. When he did breathe in, it was spring and warm outside. He held his breath for an extremely long time. Then, he sniffed the air, and the temperature got hotter. It turned to summer. Finally, he breathed out, and there were strong winds and rain. The season changed to fall. After a long time, his breathing became harder to make dark clouds and heavy snow. It was winter and much colder outside. He did this every year, which is why we have seasons. B Use the vocabulary 1. What did Zhulong control? 2. Why were his eyes unusual? 3. How were Zhulong’s eyes different from everyone else’s? What happened when they opened and closed? 4. How did Zhulong change each season? CONNECT TO Grammar UNIT 5 182 Tutorial UNIT 5 / CONNECT TO GRAMMAR
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