UNIT X 224 | UNIT 6 Instructional Routine: Grammar p. Txxviii Grammar in Action A • Use text features to predict Look over the informational text. Ask: What is the title? What do you think we will learn about? (We can infer that we will learn about a woman who will take action.) • Use text features to predict Have students preview the text, focusing on the title, the words in bold type, and the illustration. Ask: What do you see in illustration? Direct students to describe what is happening in the picture. Supply missing vocabulary they might need. Say: Think about the title and the illustration. What do you predict this text is about? (a woman who will organize other women for some purpose) • Build academic vocabulary Direct students’ attention to the academic Vocabulary box. Read the word and the definition aloud. Call on a volunteer to read the example sentence. • Understand genre Write informational text on the board. Ask students to share what they remember about the features of informational texts. If necessary, clarify that informational texts have information that is written in sequence. • Listen for understanding Play the audio, directing students to listen for general understanding. Play it again, asking students to read silently and pay attention to the words in bold type and how context sometimes reveals their meaning. • B • Use vocabulary Explain that the words in bold type are important words. Echo read the directions and the sentences, and make sure all students are familiar with the new vocabulary. • Exchange ideas On the board, write demonstration. Ask: What does this mean? What can you infer from it? Provide an example sentence. (It means taking an action to let people know how you feel. An example sentence is, We organized a demonstration to protest against global warming.) Have students reread the questions and complete Activity B with a partner. ANSWERS Sample answers: 1. The words protest and demonstration have similar meanings. Both are ways of showing when you are unhappy with something and want things to change. Both usually involve many people speaking to a government. 2. An activist tries to create change by publicly criticizing organizations like the government. They protest, boycott products, and sign petitions. 3. Penelope Barker asked people to boycott tea from Britain. People showed their support by signing a pledge and not buying British tea EXPLORE AND LEARN PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Provide visuals to help students understand unfamiliar vocabulary, including the words in bold type. You may wish to show photos (protest, petition, activist) and gesture (organize, demonstration, protest) to solidify understanding. Amplify Have students write an informational text about something they would protest against. Have them provide a plan on how to organize the protest. Have students share their texts with a partner and take turns to give each other feedback. Grammar in Action A Read the informational text. Penelope Barker Takes ACTION Penelope Barker was born in 1728. She was an activist during the American Revolution. Before the revolution, Britain put a high tax on products in America, such as newspapers and tea. Many colonists were angry about the taxes. They had to pay taxes to Britain, but they were not part of Britain’s government. On December 16, 1773, colonists dumped 342 wooden chests full of tea into Boston Harbor. It was called the Boston Tea Party. The protest showed Britain how the colonists felt about the tax laws. The Boston Tea Party gave Barker an idea. She organized a demonstration in Edenton, North Carolina. Fifty women came to her house on October 25, 1774. They signed a pledge to boycott British tea. They promised not to buy tea from Britain. During the meeting, they drank their own tea made from local leaves. The boycott sent a strong message. People called the event the Edenton Tea Party. The event was in newspapers in The Thirteen Colonies and in London, England. The British newspapers made it a joke. However, people in The Thirteen Colonies thought Barker was a hero. Today, activists in the United States protest things they don’t like about the government. They sometimes boycott products. They also sign petitions to change laws. B Use the vocabulary 1. Choose two bold words. How are they related? Explain. 2. What does an activist do? 3. What was Penelope Barker’s pledge about? How did people show their support? ACADEMIC VOCABULARY organize (verb) Definition to plan or arrange Example Julia organized a meeting with several people to talk about the school musical. UNIT 6 224 CONNECT TO Grammar Tutorial UNIT 6 / CONNECT TO GRAMMAR
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