1. Wednesday, February 3, 2016
8:10 – 8:40

2. Vocabulary/Grammar Lesson
8:40 – 8:55

3. Vocabulary Week 17
Ethical, unethical, desirable, regulate, influence, and consume/consumer

4. Ethical
“In 1996, scientists succeeded in cloning the first mammal. Since then, a debate has raged about whether it is ethical or necessary to clone animals-including humans.”
Ethical= right according to a society’s beliefs.

5. Ethical Do you think cloning is ethical? Why or why not?
Prompt: I {do/do not} think that cloning is ethical because..

6. Unethical
If ethical means “right according to a society’s beliefs” and ethical and unethical are antonyms, what do you think unethical means?

7. Unethical
Unethical= wrong according to a society’s beliefs

8. Ethical or Unethical?
Tulip finds a five dollar bill on the playground. She puts the bill into her pocket and does not tell anyone about it.
Is Tulip’s behavior ethical or unethical? Why?
Prompt: Tulip’s behavior is {ethical/unethical} because….

9. Ethical or Unethical?
During a math test, Tulip notices that a girl at her table is copying answers from another student’s paper. Tulip does not want the girl to get in trouble, so she does not tell the teacher what she sees.
Tulip is paying for her lunch in the cafeteria. She notices that the cashier had not charged her for the apply on her tray. Tulip tells the cashier about the mistake and pays the correct amount.

10. Desirable Desirable= worth having or wishing for
When farmers breed animals, they want the offspring to have desirable traits like thick wool and high quality meat-traits that make their animals more desirable

11. Desirable
Which of these animals do you think is more desirable or worth having, as a pet: a cat or a dog? Why?
Prompt: I think a {cat, dog} is more desirable as a pet because..

12. Desirable
If you could have any job you wanted when you grew up, what job would be most desirable? Why?
Prompt: I think { being a ____} would be most desirable because…

13. Un-
Prefix un-: not
Unbundled, uncomfortable, unconcerned, and undesirable.
Student examples?

14. Writing Lesson Being a Writer
8:55 – 9:25

15. Exploring Nonfiction
Week 2 Day 3

16. Goals for this Lesson Hear, Read, and Discuss expository Nonfiction
Write about what you learned and what you are curious about
Share Materials fairly

17. Getting Ready to Write
Bring your notebooks and pencils and gather with your partners siting together, facing me.
Remember that you have been developing curiosity about nonfiction topics and that is important for nonfiction writers to be curious about many things.
Yesterday you heard a few chapters from the book Global Warming.
What are some things you learned about global warming? Turn to your partner.
What else are you curious to know about global warming?

18. Read Aloud and Discuss the Second Half of Global Warming
I will be reading pages 1-31 and as I do so I will also show you the photographs.
Some of the words you will hear while I read will be located in the glossary.
Vocabulary:
El Nino, glacier, ice sheet, and incandescent lightbulb are several words we will look up in
the glossary on page 32.
Show the cover and read pages aloud, showing photographs as you read

19. Additional Vocabulary:
Receding: growing smaller (pg. 16)
Limestone: white rock containing the shells and skeletons of sea creatures (pg. 20)
Bleaches: whitens (p.20)
Droughts: periods of time with little or no rain (pg. 23)
Let’s discuss:
What di you learn about global warming that you were curious about?
What questions did this book raise for you?

20. Add Ideas to “Nature Topics We Can Write About” Chart
Let’s review our chart and brainstorm some more to add to the chart today.
Briefly discuss:
What other topics about nature, such as global warming, might you want to learn more about?
During writing time you may continue to browse the nonfiction materials and look for information about nature topics you are curious about, or you may explore any other nonfiction topics that interest you.
You may also refer to the “Problems We Can Write About” chart from last week.

21. Time to Browse!
Read nonfiction texts for minutes. Read about topics that you are curious
about.
Now let’s close out books and use Think, Pair, Share to discuss:
What did you find out from your reading today, and what are you curious about?
Now let’s hear from a few volunteers. Share with us your thinking.

22. Restroom Break
9:25 – 9:30

23. Independent Writing
9:30 – 9:50

24. Writing Time
Open your notebooks to the next blank page. Work silently on the charted tasks for 5-10 minutes.
Write one or two interesting things you found out about a topic today.
Write one or two things you are curious about.
Add any new topics that interest you in your writing ideas section.

25. Sharing and Reflecting
Reflect on Writing:
What topics did you explore today?
What else would you like to add to our “Nature Topics We Can Write About” chart?
What other problems can we add to our “Problems We Can Write About” chart?
As you suggest topics, I will add them to the chart.

26. Reading Lesson
9:50 – 10:55

27. Day 3 In today’s lesson, you will:
Skim an expository nonfiction article by reading the title, headings, and subheadings
Hear and discuss the article
Identify what you learn from the article
Read independently for up to 30 minutes
Work in a responsible way during group work

28. Get Ready to Work Together
You have been working on including everyone in on the group discussions.
Why is it important for all the members of your group to share their ideas?
Have the students bring their Student Response Books and gather in their groups of four. Have a few volunteers share their thinking with the class. Encourage them to continue working on including everyone in and contributing ideas to the group discussion.

29. Review Highlighting Pros and Cons
We read the article “Copycats: Why Clone?”
We noticed how the article gave readers information by highlighting the pros and cons of (arguments for and against) cloning living things.
Which side of the issue did you find more convincing, the pro or the con side? Why is it more convincing to you?
Have a few volunteers share their thinking.

30. Introduce and Skim “The Debate on Banning Junk Food Ads”
Today you will hear and discuss another article written for young people, called “The Debate on Banning Junk Food Ads.”
Remember that we skim articles by reading and thinking about the title, subtitle, and headings before hearing each article.

31. Student Response Book – Page 48
Have the students turn to Student Response Book pages and silently read the title, headings, and subheadings.

32. Student Response Book – Page 49

33. Discuss the Skimming
From reading the title, subtitle, headings, and subheadings, what do you think this article is about?
Have a few volunteers share their thinking.

34. About the Article
This article discusses whether or not the government should control the messages children receive about food from television commercials.
Follow along as I read the article aloud.
I will pause during the reading to allow you to use “Heads Together” to discuss what you are learning.

35. Student Response Book – Page 48
What have you learned so far about advertising? Heads together.
Read the article aloud slowly and clearly, skipping the captions and stopping as described. Clarify vocabulary as you read.
Read the first paragraph of the article aloud, and then reread it, asking the students to listen for any information they might have missed during the first reading. Ask the question and have a few volunteers share what their groups discussed. Then read ahead to the next stopping point on page 395.
ELL Vocabulary:
advertising – messages, like television commercials, that tell people to buy things.

36. Student Response Book – Page 48
Keep reading ahead to the next stopping point on page 395.
ELL Vocabulary:
low in nutritional value – isn’t made of things that are good for a person’s body
influenced – made to do something
banning – not allowing

37. Student Response Book – Page 49
What did you learn in the part you just heard? Heads together.
Finish reading the pros section. Stop after: “Limiting junk food ads may be one way to help people make choices that will prevent obesity and other health problems.” Have one or two volunteers share what their groups discussed, and then continue reading to the end of the article.
Suggested Vocabulary:
obsesity – being very overweight

38. Student Response Book – Page 49
What did you find out in the second part of the article? Heads together.
Finish reading to the end of the article. Then ask the question and have one or two volunteers share what their groups discussed.
Suggested Vocabulary:
consumer – person who buys things
ELL Vocabulary:
have the right – should be allowed
have access to – can find out

39. Discuss the Article
According to the article, why is there so much junk food advertising?
Why do some people think junk food advertising on TV should be banned?
What did you find out about junk food advertising that surprised you?
You will reread the article tomorrow and discuss how the author organized the information in the article.
Facilitate a class discussion using the questions. As the students respond, be ready to reread sections of the article to help them recall what they heard.

40. Reflect on Working in New Groups
How did your group work go today? Heads together.
What did you do to be responsible during group work? Heads together.
Have a few volunteers report what their groups discussed.

41. Individualized Daily Reading
Remember that one of our comprehension strategies is questioning.
Think before your read about the questions you have about the topic of your text.
Decide while you are reading if your text discusses your questions.
At the end of IDR, I will ask you to share what you noticed with the class.
Have the students read for 30 minutes. Confer with individual students.

42. Share Your Reading Share the title and author’s name.
What is the text about?
What questions did you have about the topic of your text?
Did the text discuss your questions?
Ask a few volunteers to share.

43. Return to Homeroom Classes!