SIOP Lesson Excerpts: Language Objectives, Language Forms, Social Goals, Activities The Giver Unit

Language Objectives (In what ways will students use the language of your discipline?): SWBAT classify key vocabulary words as nouns, verbs, and/or adjectives compose descriptive sentences using key vocabulary words provide explanations to essential questions using details and key vocabulary from El Dador Social Goals (How will students interact with others to maximize their learning?): Students will work cooperatively with others participate and share their knowledge build on their own knowledge and help their classmates do so Language Forms:

Based on what I read, I think One example from what I read is I believe..because. I would describe this character/setting as The main event(s) in this chapter is (are)...

Activity (Lesson 1):

Read chapter 1 (teacher reads first half aloud, students read second half on their own) Take notes using format Have students break up into small groups, have students answer the following prompts for chapter 1 (in composition notebooks): Identify the hook in this chapter. Explain why your group thinks this is the hook./Identifica el hook en este captulo. Copia la oracin o las oraciones literalmente del libro y explica por que tu grupo escogio esta respuesta. (On the projector, model that students will write the prompt, the sentence or where to find it in the book, followed by their explanation.) Closure: Bring class back together and ask for representatives from each group to come to the front of the class to share their groups' findings in a panel of Literary Experts. Ask other students for questions or comments, provide feedback.

Activity (Lesson 2): Make sure that students have set up their notebooks to take notes on Chapter 2, using the formatting anchor chart Read Chapter 2 (teacher reads first half aloud, students read second half on their own) When students have finished reading, ask them to get in small groups to discuss what happened in the chapter, focusing on the categories we use in our note-taking format (setting, characters,

plot, theme) Bring whole class together, ask individual students to share what they have discussed in their small groups, guiding them through each category (i.e. So what have we learned about characters? What were the main points of the plot? Cold call if there are not enough volunteers. As students share their answers, write down what they say for each category on the projector. Draw their attention to the fact that you are modeling the note-taking process. If students seem to be having trouble understanding and recalling what happened, go back and re-read certain sections. Ask more specific questions about the chapter to check for understanding.

Closure: If not enough time to finish reading and notes, close with... Oral Participation: What have we read about so far that pertains to setting/characters/plot/theme? Ask for volunteers to share, cold call if there are not enough. Remind students that they should come to the next class prepared to finish reading and taking notes. If enough time to finish reading and notes, close with... Writing activity: What personal characteristics do you have? Based on these characteristics, what Mission would someone in this community choose for you?/ Cules caracteristicas tienes t que alguien puede usar para darte tu misin? (Read question aloud and post on projector for all students to read. Instruct students to write the question in their notebooks. Let them know that you will be collecting their notebooks at the end of class to give them feedback on their responses. ) Activity (Lesson 3): Review vocabulary using Google Doc El Dador Vocabulario 2,3,4. (Words, definitions, and pictures to support visual learners.) Read Chapter 3 and take notes. Read aloud for first page. On projector, model taking notes on one or two important points, then have students read silently and take notes on their own. Walk around to answer any questions and make sure students are on task. Instruct students to look for the following points: Qu caracteristicas fisicas comparten Jonas y Gabriel? Pr qu crees que esta diferencia es importante en esta comunidad? Quin es la paridora? Cual es su funcin? Que pas con la manzana?

Closure: Whether or not all students have finished reading and taking notes, call on students to share what they wrote down as they read. Teacher can add these to the notes she began to model at the beginning of class, project on board so all students can follow along and write down what they may have missed.

If enough time, ask students to do writing activity for Chapter 3-Aplica las estrategias literarias de foreshadowing y alusion, las que usa la autora para nombrar al recien nacido. Pr qu escogio esta nombre? y Qu piensas va a pasar con este personaje? (Read question aloud, post on projector for students to read.) Activity (Lesson 4): Read Chapter 4 and take notes. Read aloud for first few pages. On projector, model taking notes on one or two important points, then have students read silently and take notes on their own. Walk around to answer any questions and make sure students are on task. Closure: Whether or not all students have finished reading and taking notes, call on students to share what they wrote down as they read. Teacher can add these to the notes she began to model at the beginning of class, project on board so all students can follow along and write down what they may have missed. If enough time, ask students to do writing activity for Chapter 4-Why do you think life in this community occurs without conflicts? Explain your answer. / Pr qu crees que la vida en la comunidad transcurre sin conflictos? Explica tu respuesta. (Read question aloud and post on projector for all students to read. Instruct students to write the question in their notebooks. Let them know that you will be collecting their notebooks at the end of class to give them feedback on their responses.) Activity (Lesson 5): Read Chapter 5 and take notes. Give each student 3-4 post-it notes to write down main points from the chapter after I read aloud. Break it up into portions so it is more manageable (i.e. read a few pages, stop to take notes on post-its.) Students can then categorize their notes on the board as Theme, Plot, Character, or Setting. (Teacher will model this process before instructing students to do it.) After we finish reading, student representatives read the notes in each category out loud to rest of class. Afterward, refer to post-it notes to write notes in composition notebooks according to usual format. (Teacher can model taking notes for one category, students will do the rest.) Closure: Students will do writing activity for Chapter 5-Qu es el 'ardor'? Por qu piensas que la gente de esta comunidad tiene que tomar pastillas para este sentimiento? Explica tu respuesta. Escribe tu respuesta en tu libreta bajo el heading Actividad de Escritura Captulo5. (Read question aloud and post on projector for all students to read. Instruct students to write the question in their notebooks. Let them know that you will be collecting their notebooks at the end of class to give them feedback on their responses.) When students have finished, ask volunteers to share what they have written. Cold call if not enough volunteers.

Activity (Lesson 6): Review vocabulary using Google Doc El Dador Vocbulario 5 y 6. (Words and definitions to support visual learners.) Use Post-it note strategy to take notesRead aloud for a couple of pages, then give each student 2 Post-its. Ask students to record one main point from what we've just read on each post-it note. (Model this process.)Then have students categorize their notes as Ambiente (setting), Trama (plot), Personajes (characters), o Tema (theme) on pre-made anchor chart. (Model) Read a few more pages, repeat process. (If chapter is long, have students finish reading on their own instead of reading aloud.) Closure: When finished with post-it notes activity, have student representatives come up and read post-it notes in each category. Then, instruct students to open their notebooks and take notes based on what we recorded as main points in each category. Divide students into small groups so they can help each other . If enough time, ask students to do writing activity for Chapter 6-How are 12-year-olds in our society preparing for a career? Explain your answer./ Como se preparan muchachos de doce aos en nuestra sociedad para una carera? Explica tu respuesta (Read question aloud and post on projector for all students to read. Instruct students to write the question in their notebooks. Let them know that you will be collecting their notebooks at the end of class to give them feedback on their responses.)