40 | Unit 1 Grammar Languages Language Arts Math Science Social Studies Electives Writing A story about school Write a story about school. • Choose a class. • Write a story about the class. • Draw pictures. Science class, by Pedro Santiago WRITING STRATEGY Think about what you know What words and expressions do you know? What do you know about writing sentences? Gather information. Discuss ideas. Hi. I’m Pedro. What’s your name? Hi. I’m Haluk. How do you spell that? H-A-L-U-K. Hello, students! My name is Mrs. Green. I am your science teacher. Good-bye, class. See you later. Have fun! Work with a team. Investigate together. CONNECT TO Writing Why do we write? ? ESSENTIAL QUESTION PUT IT ALL TOGETHER 40 forty | Unit 1 DIFFERENTIATED INSTRUCTION Scaffold Guide students through the story. Say: In the first box, two friends meet in science class. He writes an introduction using words he knows. In the third box, he writes about the science teacher. Next, he writes about what they do in the class. Finally, he writes ways to say good-bye. Say: The steps are: 1. He thinks about a science class. That’s planning. 2. He writes the story. That’s drafting. 3. He checks his draft to make sure it has sentences, correct spelling, punctuation, and makes sense. He corrects the errors and makes changes. That’s revising. He adds pictures, and we read it. That’s presenting. Amplify Use the same guidance through the science story that is listed in the Scaffold column to explain the writing process. Have students restate the steps and think about things they may have written in previous schooling. Ask: Is this writing process familiar? Is it the same or different from what you have done before? Explain how it is the same or different to another student. Culture note Not all languages approach the writing process in a sequential manner. Some use a circular approach; others dive in directly. Instructional Routine: Writing p. Txxx Instructional Routine: Vocabulary p. Txxv Instructional Routine: Grammar p. Txxvii Essential question: Why do we write? Have students think about the essential question. Say: I write a list of things I need to buy. I write a text message to my friend. What do you write? On the board, write examples students share. Say: We write to communicate. Writing strategy: Think about what you know Read the strategy aloud while students follow along in a whisper read. Say: Turn and talk to a classmate and share what you know about school. Use the word wall for ideas. A story about school Vocabulary review Have students view the academic word wall. Point out key vocabulary. Select words that might prompt a story idea. Grammar review Have students review nouns and the verb be. They should also review punctuation marks, capitalization, subjects, and sentences. Writing prompt Brainstorm Prompt students to think of the classes introduced in this unit: science, social studies, math, and electives. They should think of one or two that they could write about. Student model Use the steps in the writing process Read the student model aloud. Ask: What do you notice about the story? (It is organized; it has sentences; the words are spelled correctly; it uses punctuation; etc.) Do you think the author did this in one step? No, he used the writing process. Write Plan, Draft, Revise, and Present on the board. See differentiation for suggestions. EXPLORE AND LEARN UNIT 1 / CONNECT TO WRITING Languages Arts Science Social Studies Electives Writing forty | 70
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