UNIT X 22 | UNIT 1 Instructional Routine: Grammar p. Txxviii Grammar in Action A • Understand genre Preview The Storm Chaser with students. Tell them that it’s a blog post. Say: A blog post is similar to a diary entry, but it’s online. Do you know of any famous diaries? Do you keep a diary? Or do your parents keep diaries? What can you write in a diary? Discuss with students, reinforcing the idea that blogs are personal narrations that describe the person’s day and their thoughts. • Use text features to make a prediction Ask students to point out the text features. They should identify the title, the date, the photos, and the words in bold type. Then have students predict what the text will be about. Ask: What is the title? What do you see in the photo? What are the words in bold type? What do you think this blog post is about? • Listen to media to build academic language Play the audio once, having students listen to gain a general understanding of the blog post 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. B • Use context to determine meaning On the board, write the boldface words: storm chaser, phenomena, risky, radar, forecasts, and conditions. Model how to determine the meaning of the term storm chaser in this context. Ask: What is a storm? What does it mean to chase? Put these meanings together. What is a storm chaser? (a person who chases storms) Some words may be difficult to understand; students can use a dictionary to find their meanings. Ask students to use the new words in a sentence to show their understanding. • Use the vocabulary Have students analyze the photos and the activity in pairs before answering the questions. ANSWERS 1. The author is a storm chaser and a meteorologist. He mentions tornadoes. 2. Some people think his job is risky. 3. He studies weather and makes forecasts. 4. He drives to the storm and finds a safe place to watch it. EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Review how to use context and visual clues to determine a new word’s meaning before reading the blog entry. Draw students’ attention to the words in bold. Pause when reading to make sure students have understood these terms from the context. Amplify Students write a blog post about chasing or watching severe weather. Ask: What kind of weather are you watching/chasing? How are you staying safe? What do you see? PRACTICE Grammar in Action A Read the blog post. THE STORM CHASER April 12 My name is Doug Fryer, and I am a storm chaser. This means that I look for severe thunderstorms. This is the third day I’ve been following bad weather. With any luck, I’ll see a tornado today. I travel daily to find weather phenomena. Sometimes I’ll travel up to one hundred miles to look for a storm. Some people think that storm chasing is risky, but it is not as dangerous or exciting as it sounds. I spend most of my time driving and watching for storms to develop. Sometimes, I may not see a tornado for a month. At other times, I may see three in one day. I’m also a meteorologist, so I know what to look for and how to stay safe. I study weather maps and radar. I use them to make weather forecasts. Then, I drive out to where I think a storm may be. If it’s a good day, the conditions will be just right and a storm will start. I’ll race to a safe area near the storm and watch the clouds quickly form. I have to watch the sky closely. Tornadoes can pop up anywhere, so I need to be ready. B Use the vocabulary 1. What is the author’s job? What weather phenomena does he mention? 2. What do some people think about his job? 3. As a meteorologist, what does the author do? 4. What does he do when the conditions are right for a storm? Tutorial 22 CONNECT TO Grammar UNIT 1 UNIT 1 / CONNECT TO GRAMMAR
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