Social Studies Electives Writing 7 8 LANGUAGE & LITERACY CULTURE NOTE Names in the United States: Alejandra Vegas first name last name How do you say names in your home country? no MARTINA Hey! My name is Martina. What is your name? LIN Thanks! FAROUK See you later, Lin. LIN Bye, Farouk. 1 Yes or no ? 1. Jorge’s last name is Hernández. _____ 2. Alejandra is a last name. _____ 3. Lin spells her last name. _____ 4. Farouk is a first name. _____ EXAMPLE: Mrs. Carter is a math teacher. _____ 2 Complete the conversation. Words to use later I’m last Bye My name is name meet spell Hi! Miguel. What’s your (1) ? (2) Jia. How do you (3) that? J-I-A. What’s your (4) name? Kim. My name is Jia Kim. Nice to (5) you, Jia. See you in class. (6) , Miguel. See you (7) . My name is 3 Work with a classmate. Read the conversation in Activity 2. Then read it again. Use your names. Watch the video. Answer the student’s questions. Unit 1 | thirteen 13 Video Chat Unit 1 | 13 Social Studies Electives Writing : Jia. . | • Answer yes/no questions Explain to students that because they watched the video closely, it is time to see if they understood it. • Teacher modeling Say: Let’s answer questions about the video. Answer yes if the sentence is correct and no if it is not correct. Model the example. Say: At the beginning of the video, Mrs. Carter speaks to Jorge. She says she is an English teacher. Write the example sentence on the board or project it. Say: The sentence says Mrs. Carter is a math teacher. Is that correct? No. She is an English teacher. Write no next to the sentence and direct students to complete the activity. ANSWERS 1. yes; 2. no; 3. no; 4. yes • Students will engage in conversational exchanges that are already constructed. Say: First, you will complete a conversation that needs words. • Teacher modeling Model an example. Point to the boy in the picture. Say: This is Miguel. Complete the conversation about Miguel. Write or project the example sentence. Point to the blank. Say: I need to write words here. What makes sense? Let me look at the words in the Words to use box. Miguel needs to introduce himself, so I will pick My name is. Write it in the blank. Say: Now Miguel asks a question. What’s your ? Look at the words in the box. What makes sense? (name) Write name in the blank. Direct students to complete the activity individually. ANSWERS 1. name; 2. My name is/I’m; 3. spell; 4. last; 5. meet; 6. Bye; 7. later Engage in conversational exchanges Now that the task has been scaffolded, students will engage in conversational exchanges they construct themselves. Say: Now use the sentences from Activity 2 to create your own conversation. Use your name, not the names in the book. 1 2 3 UNIT 1 / CONNECT TO LANGUAGE IN ACTION DIFFERENTIATED INSTRUCTION Scaffold You may need to review the English alphabet orally so students can spell their names in Activity 3. Challenge students to spell their last name(s) as well. Gather students who need this review and go over the alphabet chorally. Spell your name orally and then spell your name on the board to offer visual reinforcement. Guide students through the conversation if they need additional prompting, but ensure they are supplying the missing words and letters. Amplify For students who finish quickly and have a clear understanding of the task, encourage them to spell and then write each other’s names. Briefly explain what alphabetical order is if they don’t know and see if they can order the names in alphabetical order, first by first name, then by last name. PRACTICE 43
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