unstable Key Words Unit 4 ● Week 5 TEACHER TALK Point to the Word 1 image. 1. One word in the selection is unstable. Say it with me: unstable. Something that is unstable is wobbly and not steady. It is likely to fall apart or break. The chair with the broken leg is unstable. If you sit in it, it may break. 2. En español, unstable quiere decir “inestable, inseguro.” Algo inestable se tambalea y no se queda quieto. Una silla con la pata rota es inestable. Si te sientas en ella, se puede desplomar. 3. Now let’s look at a picture that demonstrates the word unstable. (Point to the rocks.) These rocks are unstable. They may fall over the cliff at any moment.   MOVEMENT 4. Stand on two feet. Now stand on one foot. Now stand on tiptoe on one foot. Which way of standing made you feel most unstable? 5. Place a pencil in the middle of your desk. Now place your pencil so that part of it is over the edge. (You may want to demonstrate.) In which position was the pencil unstable? 6. Now let’s say unstable together three more times: unstable, unstable, unstable. unstable

applauded Key Words Unit 4 ● Week 5 TEACHER TALK Point to the Word 2 image. 1. Another word in the selection is applauded. Say it with me: applauded. Applauded means “praised something or showed you liked it, usually by clapping your hands.” At the end of the play, the audience applauded. 2. En español, to applaud quiere decir “aplaudir, dar palmadas en señal de aprobación o admiración.” Al final de la obra, el público aplaudió. 3. To applaud in English and aplaudir in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word applauded. (Point to the men and women.) These men and women applauded. They clapped their hands to show they liked what they heard or saw.   PARTNER TALK 5. When are some times you have applauded? Share your ideas with a partner. (Examples include: at the end of a speech, at the end of a performance, when someone famous walked on stage) 6. Imagine that you watched your favorite athlete, team, or performer. What things did you applaud? Tell your partner whom you watched and why you applauded. 7. Now let’s say applauded together three more times: applauded, applauded, applauded. applauded

headlines Key Words Unit 4 ● Week 5 TEACHER TALK Point to the Word 3 image. 1. One word in the selection is headlines. Say it with me: headlines. Headlines are the titles of newspaper articles. Headlines are also the most important pieces of news. The bad storm made the headlines. 2. En español, headlines quiere decir “títulos de artículos o titulares del periódico.” Los titulares son las noticias más importantes. Generalmente aparecen en la primera página. Los titulares hablaban de la tormenta que sacudió a la ciudad. 3. Now let’s look at a picture that demonstrates the word headlines. (Point to the word “Peace.”) “Peace!” is one of the headlines in this newspaper. The headline is written in bold, big type to grab the reader’s attention.   PARTNER TALK 4. Work with a partner. Pretend you are writing for the school newspaper. Write three headlines you would use. Share your headlines with the class. 5. Talk with a partner about some events that have been in the headlines. Why were they important? 6. Now let’s say headlines together three more times: headlines, headlines, headlines. headlines

hoisting Key Words Unit 4 ● Week 5 TEACHER TALK Point to the Word 4 image. 1. Another word in the selection is hoisting. Say it with me: hoisting. Hoisting is raising or lifting something, often with the help of a machine. A crane is used for hoisting beams to make buildings. 2. En español, to hoist quiere decir “alzar o levantar, usualmente con la ayuda de una máquina.” Una grúa se usa para levantar vigas. 3. Now let’s look at a picture that demonstrates the word hoisting. (Point to the crane.) This crane is hoisting logs. It is lifting the logs off the ground.   MOVEMENT 4. Pretend you are hoisting your backpack onto your shoulders. If you are hoisting it, does it feel heavy or light? 5. Now work with a partner. Pretend you are hoisting a heavy board. Work together to lift the board. 6. Now let’s say hoisting together three more times: hoisting, hoisting, hoisting. hoisting

assured Key Words Unit 4 ● Week 5 TEACHER TALK Point to the Word 5 image. 1. One word in the selection is assured. Say it with me: assured. If you assured someone, you promised him or her that something was guaranteed, or certain. The mother assured her child that there was nothing to be afraid of. 2. En español, to assure quiere decir “asegurar.” Si le aseguras algo a alguien, le prometes que algo pasará con certeza o de seguro. La madre le aseguró a su hijo que no había nada que temer. 3. Now let’s look at a picture that demonstrates the word assured. (Point to the pilot.) Many people are nervous about flying in an airplane. This pilot assured her passengers that they would have a safe, smooth flight.   MOVEMENT 4. If you were a passenger on a plane, what would you want to be assured of? Share your ideas with a partner. (Examples include: that the plane is safe, that the pilot is experienced) 5. Imagine there is a job you would like to have. Work with your partner to role play asking for the job during an interview. Assure the interviewer that you will do a good job. 6. Now let’s say assured together three more times: assured, assured, assured. assured

assembled Key Words Unit 4 ● Week 5 TEACHER TALK Point to the Word 6 image. 1. Another word in the selection is assembled. Say it with me: assembled. Assembled means “put together the pieces of.” The toy needed to be assembled. 2. En español, to assemble quiere decir “juntar las piezas de algo, armar.” Hay que armar el juguete. 3. Now let’s look at a picture that demonstrates the word assembled. (Point to the man building the birdhouse.) This man assembled a birdhouse. He used a hammer to nail together the different parts.   PARTNER TALK 4. With your partner, make a list of things you have assembled. Share your list with the class. (Examples include: puzzles, models, dollhouses, toys) 5. Cut a sheet of paper into jigsaw-puzzle shaped pieces. Give the pieces to your partner to assemble. When you have assembled the puzzle you received, say, “I assembled it!” Show the assembled puzzle to your partner. 6. Now let’s say assembled together three more times: assembled, assembled, assembled. assembled

stand on tiptoe Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK 1. When you stand on tiptoe, you stand on the very ends of your toes. Say it with me: stand on tiptoe. You might stand on tiptoe to make yourself taller. 2. En español, to stand on tiptoe quiere decir “pararse de puntillas, en la punta de los pies.” Si te paras de puntillas, te verás más alto. 3. The ballerina in this picture is standing on her tiptoes. Her heels are raised high off the ground because she is standing on the ends of her toes.   MOVEMENT 4. Stand next to your desk. Now stand on your tiptoes. Say, “I’m standing on tiptoes.” 5. Remain standing. I’m going to say some things. If you would need to stand on tiptoe, stand on your tiptoes. If not, don’t do anything. You need to reach a book on the top shelf of the bookshelf. Someone the same height as you is standing in front of you at a parade. You need to walk through a low tunnel. 6. Repeat the phrase three times with me: stand on tiptoe, stand on tiptoe, stand on tiptoe. stand on tiptoe

take over a role Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK 1. When you take over a role, you do a job or hold a responsibility that usually belongs to someone else. Say it with me: take over a role. A substitute teacher takes over my role when I’m unable to come to school. 2. En español, to take over a role quiere decir “tomar el puesto o asumir la responsabilidad que antes le pertenecía a otra persona.” Un maestro suplente puede asumir la responsabilidad de la clase si yo tengo que faltar. 3. This picture demonstrates the phrase take over a role. Grandparents take over the role of parents when their grandchildren stay over. They have to make sure the children eat and stay safe when their parents are not around.   CHORAL RESPONSE 4. Let’s list some roles we have in our classroom, such as line leader. (List classroom roles and responsibilities on the board.) Now look at the list and tell me which role you would like to take over and why. (Call on each student.) 5. Imagine you could take over the role of principal for the day. What things would you do? (Call on students to respond.) 6. Repeat the phrase three times with me: take over a role, take over a role, take over a role. take over a role

make a mess Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK 1. To make a mess is to make things dirty, disorganized, or untidy. Say it with me: to make a mess. You will need to clean up if you make a mess. 2. En español, to make a mess quiere decir “hacer un desorden, ensuciar.” Si haces un desorden, tendrás que recogerlo. 3. The girl in this picture is making a mess. She has made this car dirty by smearing paint and making handprints all over the side.   CHORAL RESPONSE 4. I’m going to name some actions. If the action I name is a way to make a mess, say, “make a mess.” If not, don’t say anything. Spilling paint Picking up your toys Throwing paper on the ground Putting books back on the shelf 5. Tell us about a time when you made a mess. What did you do and how did you clean it up? (Call on a few students to respond.) 6. Repeat the phrase three times with me: make a mess, make a mess, make a mess. make a mess

went on Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK 1. Went on means “went further.” Say it with me: went on. Went on is another way of saying continued. Even though running in a race made their legs hurt, the runners went on running until they got to the finish line. 2. En español, to go on quiere decir “seguir adelante, continuar.” A los corredores les dolían las piernas; sin embargo, siguieron adelante hasta llegar a la meta. 3. These students went on to high school from middle school. They are continuing their education.   CHORAL RESPONSE 4. Help me complete these sentences: After kindergarten, you went on to ____________. After first grade, you went on to ____________. After second grade, you went on to ____________. After third grade, you went on to ____________. Now you are a fourth grader. 5. Who is someone you know or have heard about who went on to become famous or very good at something? How did this person continue to become successful? (Call on students to respond.) 6. Repeat the phrase three times with me: went on, went on, went on. went on

power Basic Words Unit 4 ● Week 5 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. power

position Basic Words Unit 4 ● Week 5 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. position

aircraft Basic Words Unit 4 ● Week 5 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. aircraft

engine Basic Words Unit 4 ● Week 5 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. engine

gasoline Basic Words Unit 4 ● Week 5 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. gasoline

motor Basic Words Unit 4 ● Week 5 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. motor

Basic Words Unit 4 ● Week 5 ROUTINE Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.