Unit 1 generations Mrs. Carolina Morales

Think about these sentences. Share your ideas Young people often learn from older people, but sometimes it works the other way around. What can one generation learn from another?

Complete the chart individually Things I have learnt from others (older than me) Things others have learnt from me

Watch the videos and take notes https://www.youtube.com/watch?v=hZ8Xj_I3aNU Answer the following quetions 1. what is the name of the device? 2. What does it do? 3. what do they think about it?

Watch the videos and take notes https://www.youtube.com/watch?v=bDOZbvE01Fk Answer the following questions 1. what is the device presented in the video? 2. Name at least three characteristics of the device from the video.

Class 2 Get together in groups of 4. Complete the chart with the definition of the words. Then find the appropriate related words.

Nonfiction narrative text Real experiences The author creates a picture of the experience The author shows feelings

grounded In what situations have you been grounded? Talk about the situation with your classmate. Share the experience with the class.

Explain the sentences The past is the past She was a backup Singer in a band that I had actually Heard of. But that´s all she would say about it, no matter how often I prodded. She loved driving with the top down, the radio blasting. Singing at the top of her lungs when a good song came on. I knew that without her wheels she´d feel ordinary- just another grandma, hovering and wise

Vocabulary 2 LAMENTED: mourned for, as a person who is dead: INDIGNITY: an injury to a person's dignity: REPROACH: to find fault with (a person, group, etc.); to criticize severely; blame. DISCORDANT: disagreeing; SQUABBLING: to quarrel about a small detail: DEVASTATED: crushed, shocked, and overwhelmed:

BACKGROUND In a big city like New York, thousands of strangers from many different backgrounds cross paths every day. But they rarely stop on the street to get to know each other. When people from very different places make the effort to connect, unexpected friendships can form.

CONCEPT VOCABULARY WORD YOUR RANKING DEFINITION CONNECT INFLUENCE ENCOURAGE BOND

FIRST READ NONFICTION

READING STRATEGIES CIRCLE NEW WORDS AND WRITE THEM IN YOUR WORDNETWORK UNDERLINE NEW EXPRESSIONS TO FILL “THE NEW EXPRESSIONS WORKSHEET” ______________ HIGHLIGHT ANY IMPORTANT INFORMATION THROUHOUT THE READING HELLO

Comprehension Check Complete the following items after you finish your first read. 1. How did Laura Schroff and Maurice Mazyck meet? 2. What does the old Chinese proverb say connects two people who are destined to meet and influence each other? 3. What weekly ritual do Laura and Maurice begin after their first meeting? 4. What was Maurice’s favorite part of the visit to Laura’s sister? 5. Describe Maurice’s adult life, professionally and personally. 6. How did Laura share the story of her relationship with Maurice with an audience?

GROUP WORK Analyze the Text notebook Respond to these questions. 1. (a) analyze How does Maurice surprise Laura when he explains in paragraph 6 what he liked most about visiting Laura’s sister? (b) infer What do readers learn about Maurice’s values? 2. draw Conclusions How do both Laura and Maurice benefit from their relationship? 3. evaluate In paragraph 7 the author mentions that a book about Laura and Maurice’s friendship became a best-seller. Why do you think people became so interested in this friendship? 4. essential Question What can one generation learn from another? What have you learned about how people of different generations learn from each other?

GAME (WORK IN PAIRS) GO TO THE BOARD AND PICK UP ONE PAPER. 1. Use each concept word in a sentence that shows your understanding of each word’s meaning. 2. Work with a partner, and take turns trying to list as many words as you can about interpersonal relationships. (CHOOSE A CLASSMATE. YOU WILL BE TIGHT UP TO HIS/HER LEG AND ARM. TWO GROUPS WILL WALK TO PICK UP A BALL ON THE DESK. THE LAST GROUP WILL ANSWER A QUESTION)