Question of the Week: How can someone s unexpected behavior affect other people?

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DY Concept & Vocabulary Development Grade 5 Unit 6 Question of the Week: How can someone s unexpected behavior affect other people?

CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use words to discuss Diego Rivera s unexpected behavior.

He painted things in his for the Week (* = cademic Vocabulary) murals, revolution*, political*, public, unexpected, sketched, emerge, unique, industrial He inspired them to take action.

1 DY Concept & Vocabulary Development Grade 5 Unit 6 Question of the Week: How can someone s unexpected behavior affect other people? To introduce and discuss concepts and vocabulary related to the effects of unexpected behavior. Use: Student ook, pp CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use words to discuss Diego Rivera s unexpected behavior. To have students write a sentence(s) about Diego Rivera s unexpected behavior. What was Diego Rivera s unexpected behavior? He painted things. He painted things in his for the Week (* = cademic Vocabulary) murals, revolution*, political*, public, unexpected, sketched, emerge, unique, industrial He inspired them to take action. Rivera s behavior them to take action. The expected Rivera to paint Rivera s behavior people to of Mexico s history, but he painted the future. images, encouraged, behavior, inspired, build a better becoming involved, government, future The expected Rivera to paint Mexico s history, but his people to take action. The expected Rivera to paint Mexico s history, not its The in his were [List other content vocabulary that students generate.] ELD Standard R: Read literature and content area texts and orally identify examples of fact and opinion and cause and effect. How did Diego Rivera s behavior affect people? Have each student use the Cause and Effect Map to say a sentence about Diego Rivera s was He people to build a better by in Mexico s Rivera s was He people to by in Rivera s unexpected behavior and how it inspired Mexico s people. For example: Rivera s unexpected behavior inspired people to build a better future for themselves. Compile an illustrated vocabulary list of student generated ideas for students to use as reference. Skill Check: Practice ook, p. 205 KEY = Prompt or Question CELDT Levels = eginning/level = Early ntermediate/level 2 = ntermediate/level 3 = Early dvanced/level 4 = dvanced/level 5 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 6 Page 5

2 DY 2 Word nalysis To teach the prefixes dis- and e- and understand their meanings. Do you think Diego Rivera s paintings pleased the government? CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use words with the prefixes dis- and e- to discuss whether the government was pleased or displeased with Rivera s murals. disconnect, displeased, disagree, dishonest, discontinue, emerged, emit, emigrate, emigrant, emission To have students write a sentence about Diego Rivera. What happened when Rivera began to paint murals? No. The government was He as a great artist. Diego Rivera s paintings the Rivera as a great mural artist. government, unexpected, murals, Diego Rivera s murals probably the Diego Rivera as one of the greatest painters, century, past, future of the Diego Rivera s murals probably the because they were Diego Rivera s probably the because they were They were about the, not about the Diego Rivera as one of the greatest mural of the twentieth century. Diego Rivera as one of the greatest of the twentieth ELD Standard R: Use content-related vocabulary in discussions and reading. Revisit the concept of unexpected behavior. Have partners each use a vocabulary word in a sentence to describe the unexpected behavior in the reading passage. eginning students can list the vocabulary words and say a sentence that includes each word. For example: Rivera s unexpected behavior caused pride in Mexico s people. Skill Check: Practice ook, p. 206 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 6 Page 52

3 DY 3 Comprehension Skills & Strategies To teach how to describe nouns. To help students learn to classify and categorize. Use: Student ook, pp How can murals and paintings be grouped together? CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To help students recognize and use words to describe things and tell how they relate to one another. colorful, realistic, murals, painting(s), real person, artwork [List other adjectives and content vocabulary that students generate.] To have students write a sentence classifying paintings as expected or unexpected. big, large, huge, small, expected, unexpected Look at the paintings on page 87. Classify each painting. Tell whether the painting is unexpected or expected. Murals are big. Paintings are big or small. The first painting is unexpected because the face does not look The second painting is expected because she looks like a Murals are large. Paintings can be or Murals and paintings are both Murals are Paintings can be or Murals and paintings are both Murals are, but paintings can be or and are both Murals are always, but can be or The first painting is unexpected because the person is The second painting is expected because she looks like a The first painting is because the face is The second painting is because the person looks like a The first painting is because the person looks very The second painting is because the person looks very The first is because the person s face is The second is because the person s face looks ELD Standard R: Use content-related vocabulary in discussions and reading. Have partners discuss what is another thing that can be unexpected in a painting. For example: painting could show a strange thing, such as flying animals or other things that aren t real. Skill Check: Practice ook, p. 207 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 6 Page 53

4 DY4 Grammar & Conventions To help students to use modifiers correctly. Use: Student ook, p. 88. What modifiers can you use to add more detail to these sentences? Murals are painted on buildings. Murals are on buildings. Diego Rivera painted on buildings. Diego Rivera on buildings. Diego Rivera painted murals on buildings. Diego Rivera painted murals on buildings. Diego Rivera sketched the future on the walls of buildings. Diego Rivera the future on the walls of buildings. Diego Rivera sketched an idea of the future on the walls of buildings. Diego Rivera an idea of the on the walls of buildings. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use modifiers to describe or add more detail to another word. public, unexpected, happy, hot, plain, colorful, large painted, sketched, future, carefully, unexpectedly, beautifully (dd vocabulary students suggest) To have students write a complete sentence using modifiers to describe what they see in a mural. Look at the pictures of murals on page 88. Write a sentence about the mural on one of the buildings. e sure to use a modifier to describe an image in the mural. The children play. The children play in the sun. The children in the mural play in the sun. The children in the mural play in the sun. n the mural, the children play in the sun. ELD Standard LC: Use standard word order but may have some inconsistent grammatical forms (e.g., subject/verb agreement). sk students to exchange sentences they wrote for Your Turn and tell their partner: Your sentence [does/not use] a modifier to add detail to another word. The modifiers in your sentence [work well/ would work better] next to the word they describe. Skill Check: Practice ook, p. 208 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 6 Page 54

5 DY5 Writing To guide students to express their understanding of concepts and skills in writing. Use: Student ook, p. 89. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use vocabulary learned this week to discuss how someone s unexpected behavior can affect other people. Talk about something unexpected you might do. Display, review, and refer to all the vocabulary and vocabulary charts generated this week. might an idea for a This is because don t very much. want to it on a wall at the library. like history. think will the merican might an idea for a This would be because don t very often. might ask if can it on a wall at the library. like history so think might a of the merican might an idea for a This would be because don t very often. might ask if can it at the library. like so think might a of the merican might an idea for a This would be because don t very often. could ask if my friends and can it on a wall at the library. Since like, think would a of the merican t would be unique because there are no at the Kern County library. think might an idea for a public This would be because don t very often. When m ready, could ask if my friends and can the on a wall at the library. like, so think would a mural of the merican t would be unique no are at the Kern County library. Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas and maintaining a consistent focus. To have students write five or six sentences about something unexpected they might do. ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. Write about something unexpected you might do. Student writes five or six basic sentences with support. Have students build fluency by reading their completed writing to partners or the class. Skill Check: Practice ook, p. 20 Student writes five or six sentences and includes some concept vocabulary. Student writes five or six sentences and includes some concept vocabulary. Student writes five or six well-constructed sentences and includes most concept vocabulary. Student writes five or six well-constructed sentences and includes most concept vocabulary. Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 6 Page 55

3. What kind of art do you like? Do you have a favorite artist? 4. Do you know anyone who has had polio? What effects can this disease have?

3. What kind of art do you like? Do you have a favorite artist? 4. Do you know anyone who has had polio? What effects can this disease have? Frida Kahlo In this lesson, you will read a short biography about a Mexican painter who specialized in self-portraits. You ll learn some new vocabulary and share your own definition of beauty. Pre-Reading