Language Central TE Sample - Grade 7, Unit 3

Table of Contents
UNIT
UNIT
Table of Contents
Unit 3 Selections
Read the Big Question aloud. Say: The selections you will
read in this unit will each address this question in some
way. Have students read the titles of the selections. Briefly
preview each selection. Draw their attention to the photos
pictured for each title.
In this unit, I will read:

Lesson 1 Travel to Mars. . . . . . . . . . . . . . . . . . . . . . . . . . page 75
Lesson 2 Making Sport of Tradition . . . . . . . . . . . . . . . . page 81
Provide students with a short summary of each selection.

Guide a group discussion about how the topics connect
to the Big Question. Say: Each of these readings will
be about the importance of learning new things. Have
students work with a partner and talk about what
selections interest them and why.
Lesson 3 The Titans Remember . . . . . . . . . . . . . . . . . . . page 87
Lesson 4 Have No Fear . . . . . . . . . . . . . . . . . . . . . . . . . . page 93
In this unit, I will:
Pearson Education, Inc. All rights reserved.
learn new vocabulary words.

read about different topics.
use key details.
learn about significant and
insignificant details.
use fact and opinion words.
use resource words.
learn about the main idea.
learn about facts and opinions.
Unit 3 Skills
Explain that students will be covering a variety of topics

in this unit. Read each item and clarify unfamiliar terms.
Highlight the skills they will develop with the first lesson.
Return to this page after each lesson to preview the next
set of skills.
learn about conjunctions.

learn about prepositions and
prepositional phrases.
learn about subjects and predicates.
learn about compound subjects and
predicates.
write a main idea outline.
write main ideas and key details.
write facts and opinions.
write a fact and opinion paragraph.
Journal Writing Provide students with an opportunity to

write in their journals about what they would like to learn
about most and what selections interest them the most.
EL Insights
Clarify What Students Need to Learn
Unit 3 Table of Contents
0069_lc10NAseGr7_U03.indd 69
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Selection Summaries
To help English learners succeed, take time to clearly

explain each lessons objectives and activities.
Consider what students must know to complete each
assignment, and give simple, logical instructions. Write
instructions on the board and draw diagrams to clarify
directions. To confirm that students understand what
you require, monitor their work.
Travel to Mars
Many people are fascinated with Mars. Some even think that people will
someday live on the planet.
Making Sport of Tradition

Some people view mascots based on Native American themes as offensive.

Others see them as honoring heritage.
Remember the Titans

The Titans was a real team, and the teammates came from different
backgrounds. They had to learn to respect each other and work together.
Have No Fear
Many people suffer from different phobias. They must learn how to overcome
these fears.
English Learning
SIOP in Practice
SHELTERED INSTRUCTION
SIOP
OBSERVATION PROTOCOL
Lesson Preparation Feature 3: Content

Concepts Appropriate for Age and Educational
Background Carefully analyze the requisite knowledge
a student must possess in order to understand what is
being taught. The purpose is to lessen the gap between
what a student knows and what he or she must learn.
Provide modifications of the lesson, or minilessons, that
can be taught before the lesson to build substantial
background. These minilessons provide a jump start
by reviewing key background concepts and developing
context, while also giving access to students who may
lack appropriate background knowledge.
Unit 3 Table of Contents 69
UNIT
What should
we learn?
The Big Question

Concept Talk
Tell students that this unit will focus on the concept of

learning and the different ways we gather information.
Use Graphic Organizer G23 to build understanding about
the concept. Say: What are some words that come
to mind when you think of gathering information and
learning?
Guide students in expressing words by providing some
examples. Say: You can interview someone to gather
information or read an article to gather facts.
Oral Language Development
Post the chant Lifelong Learner for students. Read it

aloud and then have students chant as a group. Then,
have them work in pairs or small groups to create a
line to add to the chant. Record the new lines and have
volunteers perform the final class chant. Repeat several
times until the chant is memorized.
Lifelong Learner
Lifelong learner,
We want to learn until we are old.
Information is worth its weight in gold.
Asking questions and gathering facts
Using the library, for nothing it lacks.
Lifelong learners are we.
Searching and seeking throughout
history.
We will read and explore,
For we always want more!
70
Big Question
10/1/08 10:03:58 AM
Oral Communication Project

Live to Learn
Explain the Project Form groups of students with mixed language abilities.
Explain that they will be brainstorming a research topic about which the group will
be gathering information. The research will be presented in the form of a report.
Common Core State Standards

The following standards apply to pages 7073.
Teaching the standards: SL.7.1, L.7.4, L.7.4.a, L.7.4.b,
L.7.4.c, L.7.4.d, L.7.6
For the full text of the standards, see Appendix A.
Go to www.CommonCore.PearsonEd.com for additional
standards correlations.
70 The Big Question Unit 3
Generate Class Ideas Say: There are many ways that we can gather information.
For example, do you think that we could live on Mars? How could you get
information about this topic? Create a word web with students ideas. Then, have
the groups use the webs as a basis for their research.
Complete the Project Give students time to meet throughout the duration of
the unit. Provide graphic organizers G10 and G12 as aids. Plan time for group
presentations during the Unit Wrap-Up.
Description Over the course of the unit, students will work to brainstorm a
research topic, for example: life on Mars. They will present their research in
a report.
UNIT
Connect to the Big Question

Answer these questions.
Discuss your answers with your
teacher and classmates.
What different ways are there
to learn? How do you decide
what to learn?
Extend the Big Question

Read each sentence frame.
Write your opinions in each blank.
One way I like to learn is
Responses will vary, but
students should try to
reflect their personal
.
I decide what to learn by
Review the questions with the students. Say: When you

answer these questions, be sure to provide reasons for
your answers. Supporting evidence is very important
when creating a good answer. How would you answer
these questions? Guide students in a discussion.
Extend Understanding
Read the sentence frames aloud and clarify difficult

concepts or words. Direct students to write their answers
in the space provided on the page. After students have
completed the first sentence frame, have them take turns
to complete the sentence orally.
Discuss the Big Question
knowledge of the content.
Once students have had an opportunity to complete

the sentence frames, lead a class discussion about the
different answers. Ask: Did you think of any new ways
to learn based on your classmates answers? If so, how?
Help students understand that different people like to
learn in different ways. Say: There isnt one right way
to learn. There are many effective ways to learn. And each
of us will find our own way to learn and understand what
information is important to us and what information isnt
important.
Big Question
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Leveled Support Extend the Big Question
teach
Beginning/Early Intermediate Work with students to complete the

sentence frames in small groups. Allow each student to talk about a different way
to learn. Help them write a sentence for the frame on the page. Post the sentences
for students to see.
UNIT
Intermediate/Early Advanced Have students meet in pairs to complete the

sentence frames. Ask them to share their answers before writing sentences.
Advanced Have students complete the sentence frames independently. Then,
ask them to share the sentences with a partner. They should decide if their answers
are similar or different for each sentence frame.
English Learning
SIOP in Practice
SIOP
Lesson Preparation Feature 5: Adaptation of

Content to All Levels of Student Proficiency There
are several ways to adapt content to make it more
accessible for English learners. Adapted text: Adapting
text is one effective way to modify curricular materials.
When adapting text, organize information in small,
sequential steps and avoid long, dense passages.
Maintain a consistent format that promotes easier
reading for information-seeking purposes. All sentences
included in the rewritten text should be direct and
relevant to the subject.
Unit 3 The Big Question 71
OB JE C T I V E S
Post and review the following objectives with students:

Content Objective Students will be able to demonstrate
knowledge of the Big Question words.
Language Objective Students will be able to complete
seven sentences with the Big Question words.
Big Question Words

Use your definitions from
page 41 of the Review
and Assess book.
analyze
(cognate: analizar)
curiosity
(cognate: curiosidad)
Vocabulary Workshop
Same Meaning Write a word that means the same as the
Big Question Word.
1. experiment
test
2. knowledge
wisdom
information
Vocabulary Workshop
discover
(cognate: descubrir)
4. facts
Before beginning the lesson, distribute the list of

Unit 3 definitions from page 41 of the Review and Assess
component.
evaluate
(cognate: evaluar)
5. curiosity
examine
(cognate: examinar)
Vocabulary Routine
Use this routine to help students learn Big Question

Words. Repeat the routine with each word.
1. Say the Words Say the word slowly, emphasizing
each syllable, knowl-edge. Ask students to repeat with
the same emphasis. Then, combine the syllables and
have the students repeat the word again.
2. Introduce Word Meanings Relate the word
knowledge to the Big Question. Say: We acquire
knowledge as we learn throughout our lives.
explore
(cognate: explorar)
My brother and I love food! One of our favorite things to
information
(cognate: informacin)
do is to
inquire
First, we
interview
(cognate: entrevistar)
investigate
(cognate: investigar)
knowledge
Use Context Have students complete the paragraph

using the appropriate Big Question Word. Have them look
at the context to determine which word is appropriate.
Provide support as necessary. Then, ask students to read
and answer the questions aloud.
72 Vocabulary Workshop Unit 3
discover or investigate
inquire
new places to eat.

about the menu.
investigate or discover
Then, we look carefully at or
the prices. When the waiter comes, I

interview
him about
question
his favorite dish. Most waiters are nice
understand
about answering such a specific

question
On our way home, my brother and I

evaluate or analyze
the place,
the food, and the service. We love to

explore or investigate
72
restaurants!
Vocabulary Workshop
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Same Meaning Have students read the items and

substitute a synonym for the Big Question Word listed.
Provide support as necessary. Then, ask students to read
and answer the questions aloud.
Use Context Fill in the lines with Big Question Words.
facts
4. Apply Review the Big Question Words with the class.

Have students demonstrate their understanding. Say:
What topic do you have the most knowledge about?
Use New Vocabulary
interest
experiment
(cognate: experimentar)
3. Demonstrate/Elaborate Use gestures and picture

cards (as applicable) to demonstrate words. Also
provide examples to show meaning. Say: I need to
gain as much knowledge about my research topic
as possible.
5. Assess Verify that each student can use the

vocabulary in a meaningful context.
ask
3. question
What should
we learn?
10/1/08 10:07:06 AM
Leveled Support Vocabulary
teach
Beginning/Early Intermediate Use Vocabulary Cards to model the Big

Question Words with small groups of students. Have students say the words on the
cards as you go through the steps of the Vocabulary Routine. Then, have students
practice words in pairs, using two or three cards at a time. Provide support using
gestures and visual aids when possible.
Intermediate/Early Advanced Have students read the vocabulary words
aloud. Then, ask them to write a sentence for three words, using the definitions as a
guide. Ask students to share their sentences in small groups.
Advanced Once students are familiar with the words, have them practice
generating sentences with a partner. One student should define the word, while the
other uses the word in a context sentence. Then, the students should switch roles
with the next word on the list.
UNIT
Word Analysis
UNIT
Prefixes Many English (and Spanish) words contain prefixes with Greek
and Latin origins. Knowing the meaning of these prefixes can help you
remember the meanings of words. For example, the prefix pre- means
before. So, the word preview means a view before. When you
preview a book or a story, you are looking at it before you read it.
Meaning
bi
two
inter
between
trans
across
mis
wrong
tri
three
Words
bicycle
biweekly
international
interview
transport
transmit
mistake
misunderstand
tricycle
triangle
Read the description on the student page. Explain that prefixes

are word parts that appear at the beginning of a word.
Read aloud the prefix example for pre- in preview. Help
students make the connection between the prefix and the
word meaning for before.
Write Words
Review the meanings of the words and the prefixes. Have

students work with a partner to write words with the
words and prefixes. If students have difficulty, have them
use a dictionary.
Corrective Feedback If students have difficulty,
demonstrate how to create words. For example. Say: bimeans two, so a bicycle has two wheels. Model how to
use a dictionary or thesaurus for support.
Find the Language Use a dictionary to find the language for each
word. Then, use the word in a sentence.
Language:
Spanish
Sentence:
2. espresso
Language:
Words from Other Languages
Italian
Explain that English contains words that have come from

other languages. Say: For example, the words patio,
adobe, coyote and taco are Spanish words that have
become part of the English language. Then, read aloud the
instructions for the activity.
Sentence:
3. rodeo
Language:
4. camouflage
Language:
Spanish
Sentence:
French
Sentence:
Find the Language

Vocabulary Workshop
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Leveled Support Word Analysis
teach
Beginning/Early Intermediate Say: Lets work with the word review. Write
it on the board. Underline the prefix and label it as again for the students. Say: This
word means to view again. Work with students to think of other words with the
prefix re- and write them on the board. Provide some examples as necessary, such
as redo, repay, revisit.
This lesson provides students with an introduction to

some of the core vocabulary skills that will be covered
in Unit 3 of their core Reading/Language Arts program.
Words from Other Languages Many English words come from

other languages. For example, the word sushi is a Japanese word for a
specific type of food.
1. coyote
Word Analysis
Model
Write Words Look at the prefixes in the chart below. Write two words
that contain the prefix. You can use a dictionary to help you.
Prefix
UNIT
Intermediate/Early Advanced Pair students together and have them

complete the exercise using the prefixes. If they have difficulty, have them use
a dictionary. Then, have them work together to find other words with the same
prefixes.
Advanced Explain that prefixes can create a subgroup of words that might not
otherwise be related (for example, the prefix un- forms the opposite of a word).
Have students choose a prefix from the lesson and write as many words with it as
possible. Once they have completed their list, have them work with a partner to use
a dictionary to expand their list as far as possible.
Read the directions aloud to the class. Say: Look up

each word in the dictionary to find the language the word
comes from. Have students work with a partner to write
sentences with the words. Have the partner share their
sentences with the class.
Corrective Feedback Model how to use the dictionary to
find the language for one word. Then, provide assistance
as students look up the remaining words.
English Learning
SIOP in Practice
SIOP
Building Background Feature 9: Key Vocabulary

Emphasized Providing activities in which students
manipulate words is important for vocabulary growth.
Have students play Charades with the vocabulary
words. Write each word on an index card. Place
students in groups and have groups take turns choosing
an index card, acting out the vocabulary word, and
guessing which word is being acted out.
Unit 3 Word Analysis 73
Weekly
Planner
Unit 3, Lesson 1
Extreme Conditions
What should we
learn?
DAY
Instructional Plan
and Materials
Dialogue
Preteach
Preview the Concept
Teach
Student
Worktext
Reality
Central
Dialogue/Concept Talk
Vocabulary Routine
Vocabulary Cards
Skill Check
Table Talk
DAY
Reading
Preteach
Vocabulary Review
Teach
Reading Strategy
Model and Read
Graphic Organizer G10
Skill Check
Table Talk
transport
Vocabulary
Cards
Main Idea and Details Web
Detail
Detail
Detail
Main Idea
Detail
Detail
Detail
Language Central Graphic Organizers

Pearson Education Inc. All rights reserved.
G10
Graphic
Organizer
Review and
Assess
Technology Resources
Common Core
State Standards
Audio CD and Student Edition eText
CCSS: RL.7.4, RL.7.10, SL.7.1, SL.7.1.c,

SL.7.6, L.7.4, L.7.4.a, L.7.4.d, L.7.6
CCSS: RI.7.1, RI.7.2, RI.7.10, SL.7.1,

SL.7.1.c, SL.7.6
English Learning
Day 1
SIOP
SIOP in Practice
Day 2
Lesson Preparation Content Objectives and
Language Objectives; Building Background
Key Vocabulary Emphasized
PROFESSIONAL DEVELOPMENT
A+RISE Strategies
ENGLISH LANGUAGE
PROFICIENCY TEST
SELP2
ASSESSMENT
AIMSweb
PROGRESS MONITORING
73a Extreme Conditions Unit 3, Lesson 1 Planner
Vocabulary The Reading, Listening, and

Speaking subtests assess Vocabulary and
Comprehension. See the correlation for
clusters that support these skills in Appendix B
in this Teachers Edition and in the Pearson
English Learning Teachers Guide.
Comprehension The Reading subtest

assesses Comprehension. See the correlation
for clusters that support these skills in
Appendix B in this Teachers Edition and in the
Pearson English Learning Teachers Guide.
Progress Monitoring Reading
Curriculum-Based Measurement (R-CBM)
measures reading progress. Consult the
AIMSweb Training Workbook in your
Teacher Resources to analyze scores and set
customized goals.
N FO
KEY
= Core
DAY
= Optional
&
Language & Comprehension
Preteach
Model Skill/Strategy
Teach
Language Workshop
Comprehension Workshop
Skill Check
Table Talk
Review and Assess
Main Idea, pp. 4445, 58
LESSON
= Assessment
DAY
Grammar
Preteach
Introduce Grammar
Teach
Use Grammar
Skill Check
Table Talk
Review and Assess
Conjunctions, pp. 4859, 60
DAY
Connect to Writing
Preteach
Connect to Writing/Model
Teach
Talk About Writing

Reality Central Selection:
Travel
to Mars
Skill Check
Table Talk
CCSS: SL.7.1, L.7.4, L.7.6
CCSS: L.7.1, L.7.3
CCSS: RI.7.2, W.7.4, W.7.9.b, W.7.10
Day 3
Day 4
Day 5
Lesson Delivery Pacing of the Lesson

Appropriate to Students Ability Levels
Practice/Application Activities Provided

for Students to Apply Content and Language
Knowledge
A+RISE Comprehension Card C05
A+RISE Writing Card W04
Comprehension The Reading and Listening

and subtests assess Comprehension. See the
correlation for clusters that support these skills
in Appendix B in this Teachers Edition and in
the Pearson English Learning Teachers Guide.
Grammar The Writing Conventions subtest

assesses Grammar. See the correlation for
Fluency The Reading and Speaking

subtests assess Fluency. See the correlation
Use the AIMSweb Maze Curriculum-Based Measurement to measure students general

reading proficiency. The test should be administered three times a year. Use the reports from the
AIMSweb Maze Curriculum-Based Measurement to help you with assessment.
Unit 3, Lesson 1 Planner Extreme Conditions 73b
OB JE C T I V E S

Content Objective Students will be able to identify
vocabulary and concepts relating to the exploration of Mars.
Language Objective Students will be able to write their
opinion about exploring Mars.
Dialogue
Concept Talk
Read the Weekly Topic, Extreme Conditions, and explain

that you will be talking about the extreme conditions on
Mars. Say: People are very interested in Mars. Some
people even want to live there someday. In this lesson
we will learn about Mars and the potential for human life
on Mars.
Model and Discuss
Use the Vocabulary Cards and the Vocabulary Routine to

model the Important Words and Concept Words.
Read the Dialogue Introduce the dialogue and explain
that the two characters are two kids. Say: They are
discussing the fact that people want to explore Mars.
Read the dialogue with the class.
Extreme Conditions
Lesson 1
What should
we learn?
Vocabulary
Important Words
discover: to learn about
something for the first
time (cognate: descubrir)
explore: to go to a new
place and learn about it
(cognate: explorar)
facts: pieces of
information that can be
proven true
organize: to put things
into order (cognate:
organizar)
Kid 1: Did you know some people want to create

settlements on Mars someday?
Kid 2: Mars? Thats our red neighbor planet right?
Kid 1: Yeah, right next door. Some people think it
would be fun to explore, but I dont think it
would be possible.
Kid 2: Why? Dont you think its cool to discover
new things?
Kid 1: Yes, but the reality is that Mars is full of
sand and poisonous air. It would take six
months to transport someone there, and
they wouldnt have enough fuel to get back.
Kid 2: On the other hand, think of all the new facts
we would learn!
Kid 1: Like what?
Concept Words
Kid 1: It seems like an awful lot of work to

organize a mission that big.
neighbor planet: a
planet that is very near to
Earth
settlement: a place
where a group of people
live
transport: to move
from one place to another
(cognate: transportar)
Kid 2: Like how to turn materials on Mars into

useful things!
Kid 2: Well thats true, but Id like to be one of the

astronauts to do it someday.
Talk About It Discuss with a partner or in a group. Would
you like to explore Mars? Why or why not? Circle your opinion.
Then, complete the sentence frame.
I would/would not like to explore Mars because
Possible response: the air is poisonous.
74
Dialogue
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Leveled Support Dialogue
t e a c h Use this activity with all students.
Word Study
Display several pictures of Mars. Have students brainstorm about the pictures,
writing all words that come to mind. Have each student provide two words about
the pictures and create a list of related words. Focus on the extreme conditions
on Mars. Then, as a class, use the words on the board to compare and contrast
Mars and Earth.

The following standards apply to pages 7479:
Teaching the standards: RL.7.4, RI.7.1, RI.7.2, W.7.4,
W.7.9.b, W.7.10, SL.7.1, L.7.1, L.7.3, L.7.4, L.7.6
Practicing the standards: RL.7.10, RI.7.10, SL.7.1.c,
SL.7.6, L.7.4.a, L.7.4.d
74 Dialogue Unit 3 Lesson 1
10/1/08 10:13:49 AM

Produce Language Have students
discuss their answers to the Talk About It question.
Two kids are talking about a space mission to Mars. Read the
dialogue. Then, review the vocabulary words you read.
possible: able to
happen; likely to happen
(cognate: posible)
Talk About It
Read the question aloud. Have pairs of students work

together and fill in the sentence frame. Ask them to share
the completed sentences with the class.
Corrective Feedback Help students identify the details
in the dialogue that relate directly to the question. Ask
them to underline Important Words or Phrases.
Dialogue
Vocabulary Routine
1. Say the Words Say the word slowly, emphasizing each syllable, trans-port.
Have students repeat. Then, combine the syllables and have students repeat.
2. Introduce Word Meanings Explain the word transport. Say: It will take a long
time to transport people to Mars. Transport means to move from one place to
another.
3. D
emonstrate/Elaborate Use gestures and picture cards to demonstrate
words. For example, a photo of the solar system can help with neighbor planet.
4. A
pply Read the dialogue aloud and pause for each highlighted word. Students
should provide definitions orally or in writing.
5. A
ssess Verify that students can define the vocabulary in their own words.
DAY
DAY
Reading
Read the article. As you read, think about these questions:
Will we ever be able to live on Mars?
How does the topic of the dialogue compare to the topic of the
article?
OBJECTI V ES
Content Objective Students will be able to identify if

humans will be able to live on Mars in the future.
Language Objective Students will be able to tell how
they would change their bodies to live on Mars.
TRAVEL TO MARS
Would you like to live on Mars? Mars is the closest

neighbor planet to Earth. Some scientists and writers
believe people will build settlements on Mars someday.
So what makes Mars a good place to live?
Don Pettit hopes

to be one of the
first humans to
land on Mars.
Reading
Imagine a cold planet with nothing but red sand and

rocks. If you stepped outside your spacecraft to explore,
you would choke on poisonous air and your skin would
freeze in seconds. There are no plants or animals on
Mars because there is too little oxygen in the air. That
means you would have to bring all food supplies, tools,
and machines. It would take six months to transport
everything there.
Explorers on Mars would have to organize the mission
to make electricity, to build shelters and greenhouses,
and to grow plants. They would discover new facts and
skills as they turned materials on Mars into things
people could use. Astronaut Don Pettit believes its
possible and that humans have the courage to do it.
One science ction writer suggests we create new body
parts such as plastic skin, electronic eyes, and articial
lungs to help us live on Mars. Perhaps someday that
idea will become reality.
Set the Purpose
Tell students they will be reading an article about living on

Mars. Have students read the questions before the article.
Help students make connections.
Model and Read
Main Ideas and Details Explain that details provide

information that helps an author communicate an idea.
Provide Graphic Organizer G10. Read the article aloud and
model writing the details on the organizer. Model deducing
the main idea from the details and writing it as a complete
sentence. This reading strategy helps students determine
what details are key to understanding the article.
Talk About It
Talk About It Discuss with a partner or in a group. If you had to

change your body to live on Mars, what would you change? Use
details from the article or create your own ideas. Complete the
sentence frame.
Read the question aloud. Have students work with a

partner or group to fill in the sentence frame.
If I had to change my body, I would get Possible response:

electronic eyes
because I could see like a computer.

write a sentence about the article and share it with the class.
Unit 3 Skill Check Review and Assess, pages 4160

10/1/08 10:14:55 AM
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teach
Leveled Support Reading
Beginning/Early Intermediate As you read the article aloud with students,

clarify unfamiliar vocabulary and phrases. Use gestures and pictures to guide your
instruction. As you fill in the graphic organizer, emphasize key words and phrases
and have students repeat them and write them down.
English Learning
Reading
Intermediate Pause before you write out the main idea as a complete
sentence. Have students work with a partner to write a sentence identifying the
main idea of the article, based on your demonstration of how to deduce the main
idea from supporting details.
Early Advanced/Advanced Pause before you write out the main idea as a
complete sentence. Have students work individually to write a sentence identifying
the main idea of the article, based on your demonstration of how to deduce the
main idea from supporting details. Then, write your own main idea sentence and
compare sentences as a class.
SIOP in Practice
SIOP
Lesson Preparation Features 1 & 2: Content

Objectives and Language Objectives Begin each
lesson with the objectives at the top of the pages.
Teachers should create and scaffold their own
objectives based on the specific needs of the students.

Emphasized Providing activities in which students
manipulate words is important for vocabulary growth.
Create a Cloze sentence activity using all of the
vocabulary words. Sentences should offer strong
contextual support for the vocabulary word that has
been omitted. The first two are done for you:
1. When you _______ all of your clothes, you will

know exactly what you have to wear. (organize)
2. School buses ________ students to school every

day. (transport)
Unit 3 Lesson 1 Reading 75
OB JE C T I V E S

Content Objective Students will be able to identify key
details to help determine the main idea.
Language Objective Students will be able to write the
main idea and key details of a reading.
Language Workshop
Important Words
detail: a piece of
information (cognate:
detalle)
identify: to recognize
or point out (cognate:
identificar)
key: important
main idea: the topic
Language Workshop
Model
supporting
detail: information that
helps you understand the
main idea or topic
Key Details Review the Important Words. Then, read the

beginning of student page 76 to model how the words are
used. Say: Understanding what key details are will help
you to identify the main idea of what you are reading.
Possible response:
Explorers would have
to deal with red sand,
cold poisonous air,
and no trees, plants, or
animals.
Discuss
&
Key Details Words or sentences that help you determine the

main idea are called key details. To determine the main idea, find
supporting details that help identify the main idea.
In the paragraph below, the main idea is in black type. A key
detail is underlined.
Mars is the closest neighbor planet to Earth. During

some times of the year, you can see Mars in the sky.
Some scientists and writers believe people will
build settlements on Mars someday. Explorers
would have to deal with red sand, cold poisonous air,
and no trees, plants, or animals. Despite this, some
astronauts cant wait to get there rst.
Some astronauts
are determined
to go to Mars.
Talk About It Work with a partner or in a group. Look at the
other sentences above. Underline words or ideas that directly
support the main idea.
Explain that the underlined sentence is a key detail and

that it supports the statement in boldface type, which
isthe main idea. Read the paragraph on student page 76
to the class. Say: You will identify other key details in this
paragraph.
Extend Language Read the passage below. Then, complete

the chart. What is the author trying to say?
The planet Mars is seen by some as a possible home

for humans. It is the only other planet that shows
signs of frozen water and minerals that people could
use. However, Mars is not like Earth. It has too little
oxygen to support life. There are no plants or animals
and no trees for building. People would freeze outside.
Talk About It
Pair or group students of mixed language abilities. Have

them complete the Talk About It activity.
Main idea
Possible response: Mars is not like Earth. All sentences

after the main idea are key details.
Key details
All sentences after the main idea are key details.
Extend Language
Have students complete the Extend Language activity

individually. Then, have them share their charts with the
class.
Corrective Feedback For students who have trouble
reading the paragraph, read it aloud. Help students
identify the main idea. Then, read the paragraph again
and help them identify the key details.
76
Language Workshop
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DAY
teach
Leveled Support Language Workshop
Intermediate Have students work in pairs to think of possible details about

Mars that would not be key to the two passages on student page 76. Have them
write two other details that would not be key details.
English Learning
Comprehension Card C05 (p. 77) Extend

Comprehension
76 Language Workshop Unit 3 Lesson 1
Early Advanced/Advanced Challenge students to take one of the main

ideas from either passage and think of two more key details for that main idea.
Then, have them think of two more details that would not be key details. Have
them record their ideas in writing.
Beginning/Early Intermediate Use a two-column chart with the

following labels: Key Details and Main Idea. Model for students how to find a key
detail in the first passage on student page 76. Then, work with students to find
other key details.
DAY
&
Main Idea A web diagram can show how details relate

directly to the main idea. Read the passage. Then, fill in the
diagram.
Key details are like blocks that support the main idea.
Model
The main idea is the most important point of a passage.
Some people think the journey to Mars would

be beautiful, while others look at the facts.
Transports would take six months to get there,
and might not have enough fuel to get home.
Astronauts would become weak from lack of
exercise. Cosmic rays could do cellular damage
and their hearts and heads would swell. In
reality, the journey to Mars would be difcult.
Detail
Detail
Main Idea Read aloud the top of student page 77. Say:
You are going to use the graphic organizer on page77 to
help you identify the main idea of the passage. Look for
key details in the passage to find the main idea.
Use a Graphic Organizer
Would we have to change

our bodies to live on Mars?
Have students work with a partner to complete the

graphic organizer on the top of student page 77. Remind
them that they are looking for key details to support
the main idea.
Detail
Main Idea
The journey to Mars
would be difficult.
All sentences are
key details except
the first sentence.
Talk About It
Detail
Have the partners discuss their main ideas with the class.
They can discuss what key details they used to support
their main ideas.
Extend Comprehension
Read the directions aloud with the students. Say: Reread

the article on page 75. Remember that you are looking for
the main idea. Underline the key details as you read.
Corrective Feedback Read the article with students who
are having difficulty. Help them identify the main idea and
key details as they read. Then, have them complete the
graphic organizer.
Extend Comprehension Use the article, Travel to Mars,

to fill in the chart below with details and the main idea.
Detail
Detail
Main Idea
Detail
Responses should
show details that
point directly to a
single main idea.
Detail

share their answers to Extend Comprehension.
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77
teach
Leveled Support Comprehension Workshop
Beginning/Early Intermediate Read aloud another article from the student

book and work with students to identify the key details of the article. Write these
details on the board. Then, model how to write the main idea of the article. You can
use Graphic Organizer G10.
Intermediate Distribute Graphic Organizer G10. Have students work with a
partner and choose another article from the Student Book. As they read, have them
identify the key details. Then, have them write down the main idea of the story.
Early Advanced/Advanced Distribute Graphic Organizer G10. Have
students work individually to choose two other articles from the Student Book. Have
them record the key details of each article and identify the main ideas.
English Learning
SIOP in Practice
SIOP
Lesson Delivery Feature 26: Pacing of the

Lesson Appropriate to Students Ability Levels
When working with ELs, it can be challenging to find
a pace that doesnt present information too quickly
yet is brisk enough to maintain students interest,
especially when a variety of English proficiency levels
are represented in the same classroom. Finding an
appropriate pace requires practice but becomes easier
as teachers develop familiarity with their students
skills.
Unit 3 Lesson 1 Comprehension Workshop 77
DAY
OB JE C T I V E S

conjunctions.
Language Objective Students will be able to name the
conjunctions in eight sentences.
Grammar
Important Word
conjunction: a word
that connects sentence
parts (cognate: conjuncin)
Conjunctions Conjunctions connect words or groups

of words that are similar in a sentence. Conjunctions are
words like but, and, nor, for, so, yet, and or. Coordinating
conjunctions might connect words that are similar in form.
Nouns
The cup and bowl crashed on the floor.
Verbs
Should we walk or drive to the park?
Group of words
He ran out the door but the bus had

already left.
Grammar
Model
It would take many years to build

homes and buildings on Mars.
Read the Important Word and description of conjunctions.

Help students understand how conjunctions work by
writing these two sentences on the board: Marta got a
100 on her math test today. Marta also got a 100 on her
science test. Explain that because Marta got a 100 on
both tests, the sentences can be written as one using the
conjunction and. Say: Today, Marta got 100s on her math
and science tests.
Extend Grammar Circle the conjunction in each sentence. If the

conjunction joins nouns, write A. If it joins verbs, write B. If it joins
groups of words, write C.
1. Would you like to live on Mars or Earth?
2. Some scientists and writers believe people will build settlements

A
on Mars someday.
3. If you stepped outside of your spacecraft to explore, you
would choke on poisonous air and your skin would freeze in
C
seconds.
Use Grammar
Write a list of conjunctions on the board. Then, have

students read the sentences at the top of student
page78. Identify the conjunctions as they read.
4. There are neither plants nor animals on Mars.
6. Explorers on Mars would need special knowledge of how to design

and build shelters that are just right for the environment. B
7. We would also need to create plants that wouldnt just grow but
flourish in greenhouses. B
Extend Grammar
8. It would also be necessary to find sources of energy that were easy

to use yet wouldnt pollute the environment. B
78
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Leveled Support Grammar
Writing Card W04 (p. 79) Tell a Story

78 Grammar Unit 3 Lesson 1
Early Advanced/Advanced Challenge students to write a paragraph

beginning with the Developing sentence about Susana. Have them use
conjunctions and encourage them to write sentences that join adjectives, verbs,
and nouns.
Beginning/Early Intermediate Write these two sentences on the board:

The girl went to the store. The girl bought milk. Guide students to understand how
to combine the two sentences using a conjunction.
Intermediate Write a list of conjunctions on the board. Write this sentence
on the board: Susana is excited _______ nervous about playing the lead in the
school play. Have students complete the sentence with a conjunction from the
list. Then, have them work with a partner to write two more sentences using
conjunctions.
English Learning
10/1/08 10:17:53 AM
Grammar
Re
Have each student say a sentence using a conjunction

from the list on the board.

Produce Language Have students talk
about what they did to identify conjunctions.
5. All food supplies, tools, and machines would arrive by

A
transports.
Talk About It
Read the instructions aloud and ask students to complete

the Extend Grammar activity.
Corrective Feedback If students have difficulty, have
them identify the conjunctions first. Then, examine the
words that the conjunctions connect. Help students
identify if they are nouns, verbs, or groups of words.
Connect to Writing
Main Idea Outline How did you learn to find key details and the
main idea? Talk with a partner about what you learned.
Writing Tips
Dont forget to
1. create a clear main
idea for your paragraph.
On a separate sheet of paper, write an outline for your own article

about Mars. Make sure to answer the following questions:
2. use the outline to help

organize your ideas.
What is your main idea?
3. go back and revise

your writing.
What are four key details that support your main idea?
If you need help, use the outline below:
Main Idea Possible response: People cant live on Mars.
Supporting details:
1. too little oxygen
2. atmosphere is too hot
3. damage to body organs
4. no plants or animals
DAY
OBJECTI V ES
Content Objective Students will be able to review how

to identify the key details to determine the main idea of an
article.
Language Objective Students will be able to tell a story
about a character who lives on Mars.
Connect to Writing
Model
Review the paragraph and questions at the beginning of

the page. Have students work with a partner.
Talk About Writing
Read aloud the Writing Tips presented on the student

page. Tell students that these tips will help them complete
the sentence frames and paragraphs.
What do we need to know

to live on Mars someday?
Tell a Story
Tell a Story Work with a partner. Tell a story about a

character who lives on Mars. Why does the character
live on Mars? What does the character have to do to
live on Mars? After you practice telling the story to your
partner, share your story with other classmates.
Tips for Your Story

Give a name to your character.
Decide the storys problem and its solution.
Use your voice correctly as you tell the story. How
would you use your voice to describe exciting parts
of the story?
If you are listening to the story, pay attention to the
speakers words. Also, listen to the storys important
details.
Connect to Writing
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79
teach
Leveled Support Writing
Beginning/Early Intermediate Create and tell a group story. Have students

use gestures, pictures, and words to brainstorm ideas for the story. Then, work as a
group with G15 to gather story details. Finally, assign roles and ask students to tell
the story using the gestures, visuals, and words they generated.
Have students work in pairs to develop a story about a

character living on Mars. Discuss as a class.
Tips for Your Story Read the tips aloud and explain how
each tip will help the story process. Provide students
with G15 Sequence of Events Chain to help students
organize their ideas. Model how to use different voices for
characters to demonstrate effective speaking and story
telling techniques.
Provide time for students to tell their stories to the class.
Corrective Feedback If students have difficulty creating
details about life on Mars, provide visual support from
the Internet and magazines. Use the visuals to brainstorm
ideas for the story.
Intermediate/Early Advanced Monitor pairs as they complete the graphic

organizer and begin telling the story. Provide additional modeling for effective
speaking and storytelling. Have students focus on playing the part of a specific
character for the presentation.
Advanced Challenge the pairs to tell their story to the whole class. Allow time
for students to make props if they choose or write notes based on the graphic
organizer. Provide support for speaking skills as pairs practice.

about the sentences they wrote.
English Learning
SIOP in Practice
SIOP
PRACTICE/APPLICATION Feature 21: Activities

Provided for Students to Apply Content and
Language Knowledge Bring in short fiction pieces
and articles from newspapers and magazines and other
forms of authentic media for students to examine and
evaluate for main ideas and details to support students
choices of the main idea. Be sure to discuss each piece
to be sure students grasp the concepts presented in the
lesson.
Unit 3 Lesson 1 Connect to Writing 79
Weekly
Planner
Unit 3, Lesson 2
Traditions
What should we
learn?
Instructional Plan
and Materials
DAY
Dialogue
Preteach
Preview the Concept
Teach
Student
Worktext
Reality
Central
Vocabulary Routine
Vocabulary Cards
Skill Check
Table Talk
DAY
Reading
Preteach
Vocabulary Review
Teach
Reading Strategy
Model and Read
Skill Check
Table Talk
Five Ws Chart
transport
5SETHESEQUESTIONSASYOUREADANDWRITEIMPORTANTDETAILS
2EMEMBERYOUMAYNOTNEEDTOANSWEREVERYQUESTION
What?
Vocabulary
Cards
Who?
Why?
When?
Where?

G24
Graphic
Organizer
Review and
Assess
Common Core
State Standards
CCSS: RL.7.4, RL.7.10, SL.7.1, SL.7.1.c,

SL.7.6, L.7.4, L.7.4.a, L.7.4.d, L.7.6
CCSS: RI.7.1, RI.7.2, RI.7.6, RI.7.8, RI.7.10,

SL.7.1, SL.7.1.c, SL.7.6
English Learning
Day 1
SIOP
SIOP in Practice
Day 2
Concepts Explicitly Linked to Students
Background Experience
A+RISE Strategies
ENGLISH LANGUAGE
PROFICIENCY TEST
SELP2
ASSESSMENT
AIMSweb
PROGRESS MONITORING
79a Traditions Unit 3, Lesson 2 Planner
Vocabulary The Reading and Listening

subtests assess Vocabulary and

customized goals.
N FO
KEY
= Core
DAY
= Optional
&
Preteach
Teach
Language Workshop
Skill Check
Table Talk
Review and Assess
Main Idea, pp. 4445, 58
LESSON
= Assessment
DAY
Grammar
Preteach
Introduce Grammar
Teach
Use Grammar
Skill Check
Table Talk
Review and Assess
Prepositions and Prepositional
Phrases, pp. 5051, 60
DAY
Connect to Writing
Preteach
Teach
Talk About Writing

Making
Sport of Tradition
Skill Check
Table Talk
CCSS: RI.7.1, RI.7.2, SL.7.1, L.7.4, L.7.6
CCSS: L.7.1, L.7.3
CCSS: RI.7.1, RI.7.2, W.7.4, W.7.7, W.7.8,

W.7.10
Day 3
Day 4
Day 5
Comprehensible Input Clear Explanation of

Academic Tasks
Interaction Frequent Opportunities for

Interaction and Discussion
A+RISE Newcomers Card N19
Comprehension The Reading and Writing

subtests assess Comprehension. See the
correlation for clusters that support these skills
in Appendix B in this Teachers Edition and in
the Pearson English Learning Teachers Guide.

Fluency The Reading and Writing subtests

assess Fluency. See the correlation for clusters
that support these skills in Appendix B in this
Teachers Edition and in the Pearson English
Learning Teachers Guide.

Unit 3, Lesson 2 Planner Traditions 79b
OB JE C T I V E S

Content Objective Students will be able to recognize
vocabulary and concepts relating to respecting traditions.
Language Objective Students will be able to write their
opinion about mascots with Native American names.
Dialogue
Concept Talk
Read the Weekly Topic, Traditions, and explain that you

will be talking about how we should respect traditions.
Ask: How should we respect traditions? Say: In this
lesson we will be learning about how some Native
American traditions are not respected. Some sports teams
have mascots that are offensive to Native Americans.
Model and Discuss

Read the Dialogue Introduce the dialogue andexplain
that the two characters are kids. Say: They are
discussing different sports mascots and how some can be
disrespectful to traditions. Read the dialogue as a class.
Talk About It

Corrective Feedback If students have trouble, read the
question with them again. Work with them to fill in the
sentence frame.

Teaching the standards: RL.7.4, RI.7.1, RI.7.2, RI.7.6,
RI.7.8, W.7.4, W.7.7, W.7.8, W.7.10, SL.7.1, L.7.1, L.7.3, L.7.4,
L.7.6
SL.7.6, L.7.4.a, L.7.4.d
Vocabulary
Important Words
evaluate: to determine
the worth of something
by careful study (cognate:
evaluar)
inquire: to ask questions
about something
interview: to ask a
person questions and
to listen to that persons
answers (cognate:
entrevistar)
Dialogue
Two kids are talking about sports mascots. Read the dialogue.
Then, review the vocabulary words you read.
Kid 1: Who is your favorite team this year?

Kid 2: The Cleveland Indians.
Kid 1: What? The team with that insulting
mascot?
Kid 2: Its just a silly character, it doesnt
mean anything.
Kid 1: It does to me. It insults my culture.
If you interview any other Native
American, theyll agree.
Kid 2: Really? I dont understand. Im Irish
and you dont see me getting upset
about Notre Dames Fighting Irish.
knowledge:
information gained when
you understand certain
facts, situations, or ideas
Kid 1: Well, you might evaluate it differently if you

were to inquire into its history. Some say
the Fighting Irish mascot is based on a
stereotype about Irishmen being ghters.
Concept Words
Kid 2: Ive never thought of it that way. I can see

you have a lot of knowledge on the subject.
culture: the set of social

customs, beliefs, and traits
that are common among a
group of people (cognate:
cultura)
Kid 1: We just want to honor our cultural relics

and tribes.
honor: to respect
someone or something
(cognate: honrar)
Talk About It Discuss with a partner or in a group. What do

you think about mascots with Native American names? Do you
think they honor Native Americans? Why or why not? Circle
your opinion. Then, complete the sentence frame.
relic: a valued object of

the past (cognate: reliquia)
I think those mascots do/do not honor Native Americans

because Possible response: they are insulting.
80
Dialogue
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Produce Language Ask students to say
a sentence about mascots and how they may be insulting to
people.
Lesson 2
What should
we learn?
Realia
Have students find images of mascots in newspapers, magazines, on the Internet,
and on fan gear such as clothing. Ask them to talk about what qualities each
mascot represents. Ask: Do you think any of these mascots could be insulting to
people or their traditions? Record students opinions on the board.
Vocabulary Routine
1. Say the Words Say the word slowly, emphasizing each syllable, in-quire.
Havestudents repeat. Then, combine the syllables and have students repeat.
2. Introduce Word Meanings Explain the word inquire. Say: It is important to
inquire into the history of mascots because they might insult some people.
Inquire means to ask questions about something.
3. D
emonstrate/Elaborate Use gestures and picture cards to demonstrate
words. Use a student volunteer to demonstrate an interview.
4. A
pply Read the dialogue aloud and pause for each highlighted word. Students
5. A
ssess Verify that students can define the vocabulary in their own words.
Traditions
DAY
DAY
Reading
How are Native American cultures honored or dishonored?
What is the author trying to say in the article?
OBJECTI V ES
Content Objective Students will be able to identify some

Native American traditions.
Language Objective Students will be able to discuss
what they would do to honor Native American traditions if
they discovered a relic of the culture.
Making Sport of Tradition

Youve probably heard of teams like the Chiefs, Indians,
or the Braves. In the United States, there are over
3,000 names or mascots for sports teams based on
Native American themes. Some believe they honor
Native American cultures. Others think these names
and mascots are racist and insult Native Americans.
Interviews among Native Americans show mixed
opinions about the issue.
Reading
The conict has led many schools to evaluate team

names or mascots and, in many cases, to drop them.
Other teams like the Florida State Seminoles, have
been known to inquire into the issue and to work with
people from the tribe to ensure the name is used fairly.
Set the Purpose
Tribes still struggle for respect in other ways,

particularly when their ancient relics or burial grounds
are dug up. To people like the Tongva in California,
these sites are sacred and should not be disturbed.
To builders, they are simply in the way. To scientists,
they are sources of knowledge to be studied.
Model and Read
Tell students they will be reading an article about

respecting the traditions of Native American culture.
How should we
honor Native
American relics?
The struggle continues as people argue over how to

honor Native American cultures. Some Native Americans
feel honored, while others do not. The key question is:
How would you feel if this were your people?
Summarize Explain that to summarize is to briefly state

the main point of an article. Provide Graphic Organizer
G24. Have them fill it in as they read to help them
distinguish between significant and insignificant details.
Talk About It
Talk About It Discuss with a partner or in a group. If you happened

to dig up some Native American relics, how would you honor the
culture they came from? Use the sentence frame.

partner to discuss their ideas.

share their sentences with the class.
I would honor the culture by

Possible response: giving it to the tribe from which it came.

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Beginning/Early Intermediate Read the article aloud with students.

Clarify unfamiliar vocabulary and phrases. Use gestures and pictures to guide your
instruction. Have students work as a group to complete the graphic organizer and
summarize the article.
English Learning
81
Reading
Intermediate Have students work with a partner to read the article and
complete the graphic organizer. Have the partners write a sentence summarizing
the article.
Early Advanced/Advanced Have students work individually. Have them
read the article and complete the graphic organizer. Students should write a
sentence summarizing the article.
SIOP in Practice
SIOP

Building Background Feature 7: Concepts

Explicitly Linked to Students Background
Experience Have students insert the following codes
directly into the text:
() means a concept or fact is already known.

(?) means a concept or fact is confusing or not
understood.
(!) means something is surprising.

(+) means an idea or concept is new.
Have partners finish marking the text, and then share
their markings with another pair of students. If any
misconceptions are cleared up, then the (?) is to be
replaced with an (*). Then groups can come together
and discuss as a class.
OB JE C T I V E S

Content Objective Students will be able to distinguish
between significant and insignificant details.
Language Objective Students will be able to talk about
the significant and insignificant details in a passage.
Language Workshop
Important Words
main idea: the topic
insignificant
detail: not an important
detail
significant detail:
a key piece of information
&
Significant vs. Insignificant To understand the main

idea, you must distinguish between significant and insignificant
details. Significant details are words or sentences that tell
about the main idea. Insignificant details are other pieces of
information that are included, but do not directly relate to the
main idea.
Main idea
The Tongva believe burial sites are sacred.
Significant
detail
Builders found remains of 400 Tongva Indians.
Insignificant The Tongva live in California.

detail
Language Workshop
Talk About It Work with a partner or in a group. Use the

chart above and look at the sentences below. Decide if each
sentence is significant or insignificant to the main idea. Write
your answer on the line.
Model
Significant Details Say: Significant details are

sentences that tell about the main idea. They are like key
details. Recognizing the difference between significant
details and insignificant details will help you understand
how to identify the main idea of what you are reading.
Read the beginning of student page 82. Then, review the
Important Words and sentences to model how the words
are used.
Discuss
1. Scientists came to dig up the

bones and move them.
Significant
2. Many Native Americans believe

culture is more important than
money.
Insignificant
3. One Tongva man cried after

seeing a crushed skull.
Significant
Extend Language Look at the sentences below. Read the

main idea. Then, underline the significant sentences and circle
the insignificant sentences.
Say: Significant details give you information about the

main idea. Review the chart with students. Discuss what
makes the details significant instead of insignificant.
The U.S. Commission on Civil Rights said that

sports teams should not have Native American
names. Some schools agree while others do not. Onethird of Wisconsin public schools have dropped their
American Indian-themed names. Other schools work
with people from the tribe to make sure their cultural
heritage is being honored.
Talk About It
Pair students of mixed language abilities. Have them

complete the Talk About It activity. Have students refer
to the chart on the student page.
Main Idea: Some schools honor Native Americans.
Extend Language
82
Language Workshop
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Read the sentences aloud to the class. Have students

work with a partner to complete the activity.
Corrective Feedback For students who have difficulty,
read the paragraph aloud with them. As you come across
each detail ask them if it helps explain the main idea.
DAY
teach
Intermediate/Early Advanced Have students work in pairs to think of

other possible insignificant details about the topic of respecting traditions. Have
them write two insignificant details.
Advanced Challenge students to take the main idea of this weeks reading
and think of two more significant details for that main idea. Then, have them think
of two more insignificant details. Have them record their ideas in writing.
English Learning
Comprehension Card C04 (p. 82) Model

Beginning/Early Intermediate Use a two-column chart with the labels

Significant Details and Insignificant Details. Model for students how to find a
significant detail on student page 82. Work with students to find other significant
details. Then, work together to identify insignificant details.
DAY
&
Main Idea The main idea is the most important thought or idea in
the text. To determine the main idea, you need to find the difference
between significant and insignificant details. Use the article, Making
Sport of Tradition, to fill in details in the chart below. Ask yourself:
Model
Why did the author include this detail?
Main Idea Read aloud the purpose of the diagram on the

student page. Say: This diagram is a visual way to help
you organize the significant details as you read.
Does this detail help readers understand the main idea of

the work?
Have students work with a partner. Have them complete

the graphic organizer. Provide assistance where needed.
Main Idea
Possible response: How
can we respect traditions?
Talk About It
Have students share their answers. They can discuss

what makes the details significant. Discuss what main
idea the significant details seem to point to.
Read the directions aloud with students. Say: After you

choose your story, record the main idea. Then, record the
significant details in the chart.
Corrective Feedback If students have trouble, have
them recall the details of the story orally. Help them record
the main idea and significant details in the chart.
Extend Comprehension Think of a favorite article, story, or

book. Use the diagram to determine the main idea.
Main Idea
Responses should show

that students can distinguish
between significant and
insignificant details to
determine the main idea.

discuss their answers from Extend Comprehension.
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teach
Beginning/Early Intermediate Reread the Dialogue on student page 80

with students. Then, work together to identify the main idea and significant details.
Use Graphic Organizer G10.
Intermediate/Early Advanced Distribute Graphic Organizer G10. Have
students work with a partner to identify the main idea in the Dialogue on page 80.
Then, have students complete Graphic Organizer G10.
Advanced Have students work individually to identify the main idea and
significant details in the Dialogue on student page 80. Then, challenge students to
write a short paragraph about the Dialogues main idea.
Have them use significant details to support their main idea. Have students
share their paragraphs with the class.
English Learning
SIOP in Practice
SIOP
Comprehensible Input Feature 11: Clear

Explanation of Academic Tasks Ensure students
understand expectations by providing directions both
orally and in written form. Allow time for students to
clarify and ask questions before proceeding.
DAY
OB JE C T I V E S

Language Objective Students will be able to name eight
Grammar
Grammar
Important Words
preposition: a word
that relates a noun or a
pronoun to another word
in a sentence (cognate:
preposicin)
prepositional
phrase: a group of
words that begins with
a preposition and ends
with a noun or
pronoun (cognate: frase
preposicional)
Prepositions and Prepositional Phrases The

prepositional phrase is the part of the sentence that describes
where something is located.
For example, the prepositional phrase might begin with on,
in, above, or below, to show position, along with other words
like nouns that show location.
Common prepositions include: above, behind, below,
beyond, for, into, near, of, on, outside, over, through, to,
under, and with.
In the sentence: The relics are on the table, the
prepositional phrase begins with a preposition on, and then
names the location of the relics.
Model
Read the Important Words and explanation of prepositional

phrases on page 84. Say: Many prepositional phrases tell
us where things are located. Write this sentence on the
board: Julias book is under the magazine. Explain that the
prepositional phrase is under the magazine.
Extend Grammar In each sentence, circle

the preposition and underline the prepositional
phrase.
1. You can find names like Chiefs, Indians, and
Braves all across the country.
Use Grammar
2. In the U.S., there are over 3,000 schools or teams

that have Native American mascots.
Review the common prepositions with students. Explain

that when you combine a preposition with a noun or
pronoun, it makes a prepositional phrase.
3. In the state of Wisconsin, one third of the schools that had

American Indian-themed mascots decided to change their mascots.
Talk About It
5. If building stopped, many people would lose the ability to have

homes and shops on those sites.
6. I cried for 45 minutes, said one Tongva man who saw a crushed
skull at a building site.
Extend Grammar
7. Similar things have happened in many areas around the U.S.

8. When a person is laid to rest in the ground, many believe that the
person should never be disturbed.
84
Grammar
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Mascots can be a fun way to get the crowd excited at a game. However, we must
be aware of what they represent. Work with students to identify the prepositional
phrases. Then, write several other sentences to continue the activity.
Intermediate/Early Advanced Have students work with a partner to
identify the prepositional phrases in the sentences from the Beginning activity.
Then, have students work together to write two sentences using prepositional
phrases.
English Learning
Newcomers Card N19 (p. 85) Talk About Writing

10/1/08 10:30:17 AM

about what they did to identify prepositional phrases.
Advanced Challenge students to write sentences with prepositional phrases.

Encourage them to use as many prepositions from the list on student page 84 as
possible. Have students share their sentences with the class.

Corrective Feedback If students have difficulty, write a
list of prepositions on the board. Have them identify the
prepositions in the sentences. Then, they can underline
the prepositional phrase.
4. Builders found the remains of more than 400 Tongva Indians in

California.
Have students work in groups of three. Have them each

say a sentence that contains a prepositional phrase. Say:
Antons bike is with his brothers bike.
Connect to Writing
DAY
Writing Tips
Dont forget to
1. think of why you are
including details.
Main Idea and Key Details How did you learn to distinguish
between significant and insignificant details to determine the main
idea? Talk with a partner about what you learned.
Now write your own paragraph. Use the topic of honoring Native
American cultures. Think of your main idea and key details. On a
separate sheet of paper, make sure to include:
OBJECTI V ES
2. organize your items.

your writing.
Content Objective Students will be able to review how to

distinguish between significant and insignificant details.
Language Objective Students will be able to discuss
cultural traditions and how they are observed and celebrated.
A paragraph with a clear main idea and at least two signicant

details.
If you need help, use the sentence frames.
Connect to Writing
I think the most successful way to honor Native American cultures

is to Possible response: ask each one what is honorable.
Model

the page. Have students work with a partner to answer
the questions.
This is better than deciding for them
because people make mistakes.
Talk About Writing
Focus on the Writing Tips presented on the student page.

Read the tips aloud. Tell students that these tips will help
them complete the sentence frames and paragraphs.
Research Traditions Work with a partner. Discuss

traditions that you know. They could be part of your
family or culture. Present information about how you
celebrate or observe your traditions. Explain why you
think it is important to honor your traditions. Then,
share your research with the class.
Research Traditions
Tips for Your Research

Think of questions you would want to answer about
your traditions. What are your traditions? Why are
they important?
Native Americans are

from many different cultures.
Use different sources to nd information about your

traditions. You can use magazines, newspapers, or
Internet sources.
Organize your information. This will help your
audience understand what you are saying.
Connect to Writing
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Beginning/Early Intermediate Provide students with a specific tradition to

research. Guide students through the research process and help them complete the
graphic organizer as a group. Then, ask volunteers to present the details aloud to
the whole class.
Read the instructions and have students work with a

partner. Remind students that a successful presentation
will provide organized and interesting information about
the tradition they choose.
Tips for Your Research Read the tips aloud and explain
how each tip will help them with the presentation. Tell
students that first they need to decide what tradition they
want to research. Provide students with G22 Web Diagram
as a way of organizing their research.
Provide time for pairs to make presentations
Corrective Feedback For students who have difficulty
finding information on their tradition, guide them to the
appropriate resources in books or on the Internet. Model
the research process.
Intermediate/Early Advanced Have pairs brainstorm a list of possible

traditions and come to anagreement about what to research. Explain that they can
support the details in the diagram with illustrations or photos.
Advanced Challenge students to complete the research individually, and then,
present their information to a partner. Remind students to be attentive listeners as
well as present an organized research report.

about what they wrote.
English Learning
SIOP in Practice
SIOP
Interaction Feature 16: Frequent Opportunities

for Interaction and Discussion Interaction need not
always be oral. Your students responses to the Main
Ideas and Key Details activity is a way your students
can interact with you to share ideas and learn from
appropriately written text. Participate in the Main Ideas
and Key Details activity to monitor students writing
and model correct writing.
Weekly
Planner
Unit 3, Lesson 3
Tolerance
What should we
learn?
Instructional Plan
and Materials
DAY
Dialogue
Preteach
Preview the Concept
Teach
Student
Worktext
Reality
Central
Vocabulary Routine
Vocabulary Cards
Skill Check
Table Talk
DAY
Reading
Preteach
Vocabulary Review
Teach
Reading Strategy
Model and Read
Skill Check
Table Talk
Two-Column Chart
transport
Vocabulary
Cards
G20
Graphic
Organizer
Review and
Assess
Common Core
State Standards
CCSS: RL.7.4, RL.7.10, SL.7.1, SL.7.1.c,

SL.7.6, L.7.4, L.7.4.a, L.7.4.d, L.7.6
CCSS: RI.7.1, RI.7.2, RI.7.10, SL.7.1,

SL.7.1.c, SL.7.6
English Learning
Day 1
SIOP
SIOP in Practice
Day 2
Lesson Preparation Content Objectives
and Language Objectives; Strategies
Opportunities Provided for Students to Use
Learning Strategies
A+RISE Strategies
ENGLISH LANGUAGE
PROFICIENCY TEST
SELP2
ASSESSMENT
AIMSweb
PROGRESS MONITORING
85a Tolerance Unit 3, Lesson 3 Planner


customized goals.
N FO
KEY
= Core
DAY
= Optional
&
Preteach
Teach
LESSON
= Assessment
Language Workshop
Skill Check
Table Talk
Review and Assess
Fact and Opinion, pp. 4647, 59
DAY
Grammar
Preteach
Introduce Grammar
Teach
Use Grammar
Skill Check
Table Talk
Review and Assess
Subjects and Predicates,
pp. 5253, 60
Connect to Writing
Preteach
Teach
Talk About Writing

The
Titans Remember
Skill Check
Table Talk
CCSS: RI.7.2, RI.7.8, SL.7.1, L.7.4, L.7.6
CCSS: L.7.1, L.7.3
CCSS: RI.7.2, RI.7.8, W.7.3, W.7.3.a, W.7.3.b,

W.7.4, W.7.5, W.7.10,
Day 3
Day 4
Day 5
Comprehensible Input Techniques Used to

Make Content Concepts Clear
DAY
Review and Assessment Regular Feedback

Provided to Students on Their Output
A+RISE Vocabulary Card V08
A+RISE Newcomers Card N20


Fluency The Reading and Writing subtests

assess Fluency. See the correlation for clusters
that support these skills in Appendix B in this
Teachers Edition and in the Pearson English
Learning Teachers Guide.

Unit 3, Lesson 3 Planner Tolerance 85b
OB JE C T I V E S

vocabulary and concepts relating to tolerance.
Language Objective Students will be able to write about
a lesson they think people need to learn.
Dialogue
Concept Talk
Read the Weekly Topic, Tolerance, and explain that

you will be talking about tolerance and teamwork. Say:
Everyone is different, and it is important to be tolerant of
these differences. In this lesson we will discuss tolerance
and why it is important to value it.
Model and Discuss
Use the Vocabulary Cards and the Vocabulary Routine

to model the Important Words and Concept Words.
that the characters are two kids. Say: They are discussing
Remember the Titans, a movie based on a true story.
Read the dialogue as a class. Pause after each section to
review the Important Words in context. Then, students can
read the dialogue aloud in pairs.
Talk About It

Corrective Feedback If students have difficulty
completing the sentence frame, have them answer
the question orally. Then, help them record their answers
in sentence form.
Tolerance
Lesson 3
What should
we learn?
Vocabulary
Important Words
analyze: to think
carefully about something
(cognate: analizar)
background: the
culture and values with
which a person has been
raised
facts: pieces of
proven true
interview: to ask a
person questions and
to listen to that persons
answers (cognate:
entrevistar)
understand: to know
the meaning of something
Concept Words
Dialogue
Two kids are talking about a movie theyve both seen. Read
the dialogue. Then, review the vocabulary words you read.
Kid 1: I just saw Remember the Titans. It was a

really good movie.
Kid 2: Isnt that the one with Denzel Washington
playing the rst African American coach of a
high school football team?
Kid 1: Yes, it shows how teammates from different
backgrounds had to learn to respect each
other.
Kid 2: Right, I remember now. I saw someone
interview the real teammates. They said the
facts of the movie were changed, but that the
message was true to real life.
Kid 1: Well, that would be true if you were to
analyze any movie.
Kid 2: They said that playing for the
Titans made them examine their
feelings about others. They
nally decided it was more
important to put their
differences aside and come
together as a team.
differences: things that

are not the same; lack
of similarities (cognate:
diferencias)
Kid 1: I think those are lessons we still

need to understand today.
respect: to understand
or honor someone
elses ideas or opinions
(cognate: respetar)
Talk About It Discuss with a partner or in a group.

Do you think people today are better at teamwork
and tolerance? What lessons do people need to learn
today? Use the sentence frame.
teammates: people
who play on the same
team
I think people today need to learn

Possible response: the same lessons about putting
differences aside and coming together.
.
86
Dialogue

about their answers to the Talk About It question.

W.7.3, W.7.3.a, W.7.3.b, W.7.4, W.7.5, W.7.10, SL.7.1, L.7.1,
L.7.3, L.7.4, L.7.6
SL.7.6, L.7.4.a, L.7.4.d
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Journals
Write this on the board: Being tolerant of peoples differences is something we
should value. Why? Have students do some quick writing in their journals for five
minutes. Then, have students work in groups of three. Have them share their
ideas. Then, work together as a class to record students ideas.
Vocabulary Routine
1. Say the Words Say the word slowly, emphasizing each syllable, an-a-lyze.
2. Introduce Word Meanings Explain the word analyze. Say: When you analyze
the movie, you can see that not everything in it is true. Analyze means to think
carefully about something.
3. Demonstrate/Elaborate Use gestures and picture cards to demonstrate
words. For example, show the picture of a team for teammates.
4. Apply Read the dialogue aloud and pause for each highlighted word. Students
5. Assess Verify that students can define the vocabulary in their own words.
DAY
DAY
Reading
What lessons did the real players learn?
How does the topic of the dialogue compare to the topic of the
article?
The
Titans
Remember
OBJECTI V ES
Content Objective Students will be able to recognize the

lessons team members learned.
Language Objective Students will be able to discuss the
concept of tolerance.
Have you seen the movie Remember the Titans? It

is based on the true story of coach Herman Boone,
the rst African American coach of the T.C. Williams
High School football team. The movie shows how
teammates from different backgrounds overcame
differences and learned to respect each other.
When asked to analyze the movie, the real
players on the team said the facts of their story
were exaggerated. Some scenes or characters were
completely made up. However, the lessons they
learned in the movie were true in real life. After coach
Boone made them spend a week together at a training
camp, they came to understand their feelings about
each other. They put their differences aside and
worked together as a team.
The real Titans

teammates share a
moment together.
Even after a reporter interviewed the coaches,

players, and cheerleaders from 1971, it was clear that
these lessons stayed with them. In 2000, they created
the Titan Foundation. It provides college scholarships
to T.C. Williams seniors who are leaders in their
community. Today, unlike 1971, the student body of
T.C. Williams high school now has students from over
80 countries who speak more than 50 languages.
Talk About It Discuss wth a partner or in a group. Think about the

diverse student body of T.C. Williams high school today. Do you think
they have more or less problems with tolerance today? Circle your
opinion. Then, complete the sentence frame.
I think they probably have more/less problems with tolerance
because Possible response: they have more diversity.
Reading
Set the Purpose
Tell students they will read an article about tolerance and

the movie Remember the Titans. Have students read the
questions before the article.
Model and Read
Monitor and Clarify Explain that as they read, students

should watch for unknown words or words with new
meanings. Provide students with Graphic Organizer G20.
Have students label the columns Monitor and Clarify.
Have students fill in the diagram with questions and
unfamiliar words.
Talk About It
Read the question aloud. Give students one minute to

think about the question. Encourage them to write their
ideas down in brainstorm form. Have students work with
a partner to discuss their ideas. Have several students
share their ideas with the class.

Produce Language Have students say
a sentence about the dialogue.
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Reading
English Learning
SIOP
Beginning/Early Intermediate Read the article aloud with students. Pause

frequently to identify words or phrases that are unclear and record them in the
graphic organizer. Then, as a group, work to complete the graphic organizer by
clarifying the words and phrases that were unclear.
SIOP in Practice
Intermediate/Early Advanced Read the article aloud with the students.

Model how to record unfamiliar words and phrases. Support students as they look
for more words that require clarification. Then, have them complete the graphic
organizer.
lesson with the objectives at the top of pages. Teachers

should create and scaffold their own objectives based
on the specific needs of the students.
Advanced Have students work individually. They should read the article
and identify any words or phrases that are unclear. Then, complete the graphic
organizer. Challenge students to write sentences using the words that they
discovered.

Strategies Feature 13: Opportunities Provided

for Students to Use Learning Strategies Rehearsal
strategies are one way to facilitate verbatim recall of
information. Have students create their own flashcards
for the vocabulary words. Using index cards, students
should write the word on one side of the card and the
definition of the word on the other side. Next to the
definition, students could add a picture, symbol, or color
as a mnemonic device to help memorize the meaning
of the word.
Language Workshop
Important Words
OB JE C T I V E S
fact: a piece of
proven true

Content Objective Students will be able to identify fact
and opinion.
Language Objective Students will be able to write three
sentences explaining why three statements are either fact
or opinion.
opinion: a belief based

on facts and experience
(cognate: opinin)
Facts vs. Opinions Say: It is important to be able to

distinguish between fact and opinion when we read.
Read the beginning of student page 88. Then, review
the Important Words and read the sentences to model
how the words are used.
Fact
1. Denzel Washington played

coach Boone in the movie.
Opinion
This statement can be proven by checking

a reference source.
X
2. Relationships between races

were not as bad as the movie
presented.
Explanation
This is a/an
opinion
because whether the movie made

things worse is a personal judgement.
.
3. The student body at T.C.

Williams High School is more
diverse today.
This is a/an
because
fact
it can be proven
.
4. The lessons learned in the

movie are still important
today.
This is a/an
opinion
because whether the lessons are

still important is a judgment.
88
Language Workshop
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Beginning/Early Intermediate Work with students to generate a list of

facts and opinions about the class. Make a list on the board. Then, have students
produce sentences using the details on the board. Use these sentence frame
models: This a fact because... This is an opinion because...
Intermediate/Early Advanced Have students write sentences about
themselves. Have them include a variety of facts and opinions. Then, have
students share their sentences with the class. The class should then decide which
sentences are facts and which ones are opinions.
English Learning
Vocabulary Card V08 (p. 89) Extend

Comprehension
10/1/08 10:34:46 AM
Have students work individually to complete the activity.

If students have difficulty, refer them to the chart on
student page 88.
distinguishing between fact and opinion, ask them
to review the chart at the top of student page 88. If
necessary, ask simple yes/no questions that focus on
the clue words. For example, If you see a sentence that
contains the words I believe, is this sentence a fact?
Statements like I believe,

or in my opinion. Words
that indicate judgment such
as unpleasant, always, or
best of all.
Example: I believe the
movie exaggerated the
facts, especially about his
unpleasant character.
Extend Language
Specific details that can be

verified by a reference. Facts
do not contain opinion or
judgment words.
Extend Language Now practice what you have learned. Look

at the examples. Then, fill in the rest of the chart.

answer the Talk About It question. Have students share
their answers with the class.
Opinions
Remember the Titans was a good movie. It was

based on a true story from 1971. I dont think the
same things happen today.
Sentence
Talk About It
Facts
Talk About It Work with a partner. Read the sentences below.

Underline the fact and circle words that indicate opinions or
judgments.
Model
Have students read the directions and the chart. Before

completing the activity, model several sentences. Say:
I am the teacher of this class. I think the color green is
the coolest. Help students decide which sentence is fact
and which is opinion.
Facts vs. Opinions A fact is a detail that can be proven. An

opinion is a persons judgment or belief. When deciding what is
true, it is important to distinguish between facts and opinions.
Example: Herman Boone was

the first African American
coach at T.C. Williams High
School.
Language Workshop
Discuss
&
Advanced Have students write a brief story with themselves as the main
character. Have them use some facts, but also some opinions. Have students
share their stories with the class. The class should then decide which details are
facts and which are opinions.
DAY
DAY
&
Fact and Opinion You can organize information to help

clarify what youre reading. The chart below can help you
identify facts and opinions. Use the article, The Titans
Remember, to fill facts and opinions into the chart.
Model
Keep in mind that a fact is something that can be proven.

Remember, an opinion is a persons judgment or belief; it
may be supported by factual evidence, but it cannot be
proven. Also, authors might have very strong opinions about
a topic. These types of opinions can show a strong bias or
stereotype.
Fact and Opinion Read the directions and review the

chart. Point out the different areas of the chart. Guide
students in a discussion about how an authors opinion
can show bias or stereotype. Say: As you read pay
attention to details that show an authors strong opinions
about the topic. Provide examples from thereading.
Real Titans said the facts

were exaggerated in the
movie.
Fact
Opinion
Possible responses: Coach Boone

was a member of T.C. Williams High
School.
Many of the things that happened in

the movie would not occur today.
Have students work with a partner to complete the

graphic organizer on student page 89. Remind them that
they are looking for details that are facts and opinions in
the article.
Talk About It
Have students discuss the facts and opinions they found

in the article with the class, and explain how they knew
which details were facts and which were opinions.
Extend Comprehension Find a newspaper editorial or

article in a magazine about a topic that you like. If you cant
find one, use another article from this book. Use the diagram to
identify facts and opinions.
Fact
Read the directions aloud with students. Say: Underline

details as you read your article. Keep in mind that you are
looking for facts and opinions as you read.
Corrective Feedback Read the article with students
who have difficulty. Help them identify facts and opinions
as they read. Then, have them complete the chart. If
necessary, refer them back to the chart on student
page 88.
Opinion
Responses should show that

students can distinguish facts from
opinions.
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Beginning/Early Intermediate Read The Titans Remember aloud,

pausing after details for students to categorize them as facts or opinions.
Intermediate Ask students to look carefully at their work in the Comprehension
Workshop. Ask them to orally identify each fact and explain why it is a fact.

discuss their answers to Extend Comprehension.
89
Early Advanced Ask students to work in pairs and to look carefully at their
work in the Comprehension Workshop. Ask them to write reasons why each fact is
a fact and why each opinion is an opinion.
Advanced Ask students to work individually and to look carefully at their work
in the Comprehension Workshop. Challenge them to independently write sentences
for each entry that states whether the entry is fact or opinion, and why.
English Learning
SIOP in Practice
SIOP
Comprehensible Input Feature 12: Techniques

Used to Make Content Concepts Clear New ideas
and concepts presented in a new language can be
overwhelming for English learners. Show key points in
a graphic organizer to simplify concepts and difficult
vocabulary. Before students participate in the Talk
About It activities, create a facts and opinions chart
on the board, and have students tell you the facts and
opinions based on the reading. Write the facts and
events in the correct spaces so that students have
a visual to reference as they answer verbally and
complete the activity.
Grammar
OB JE C T I V E S
Important Words
predicate: a verb that
tells what the subject does
(cognate: predicado)

subjects and predicates.
subjects and predicates of ten sentences.
simple: easy; not

complicated
subject: describes whom
or what a sentence is about
(cognate: sujeto)
Subjects and Predicates Every sentence has two parts:

the subject and the predicate. The subject describes who or
what the sentence is about. The predicates include the verb
that shows what the subject is doing or whats being done to
the subject.
The simple subject is the noun or pronoun that tells you
exactly what the sentence is about. The simple predicate is
the verb that tells you exactly what action is taking place in
the sentence.
Example
Grammar
The new coach yelled at

the players on the field.
Subject
the new coach
Predicate
Model
yelled at the players on

the field
Simple Subject
coach
Simple Predicate
yelled
Read the Important Words and explanation of subjects

and predicates. Write this sentence on the board: The kind
principal greeted the students at the front door every day.
Say: This sentence has a subject, The kind principal,
and a predicate, greeted the students at the front door
every day.
Extend Grammar Draw a line between the subject

and predicate in each sentence. Then label the simple
subject with SS and the simple predicate with SP.
SS SP
1. A brick flies through a window.
SS
SP
2. Glass shatters into slivers.
Use Grammar
Review the example with students. Explain that a

predicate not only tells what the subject does but may
also tell when, where, how, or to whom or what.
SS SP
3. The brick sent a frightening message.
SS
SP
4. In real life, the message was even worse.
SS
SP
5. The moviemakers decided that was too terrible to show.
Talk About It
The Titan Foundation gives

scholarships to young leaders.
SS
SP
7. The incident at Boones home occurred at a time when race
relations in the U.S. were changing.
SS SP
8. Much has changed for the Titans of 1971.
Extend Grammar
SS
SP
9. The players became close friends.

Corrective Feedback If students have difficulty, ask
them to refer to the examples on student page 90 to
identify simple subjects and simple predicates.
SS
SP
10. Members of the Titans started a scholarship program.
90
Grammar
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Beginning/Early Intermediate/Early Intermediate Write these words

on the board: the, woman, sang, walked, jumped. Have students write three
sentences using the words. Then, have them identify the subject and predicate of
each sentence.
Intermediate/Early Advanced Have students work with a partner to
generate a list of nouns and verbs. Have the partners write sentences using
subjects and predicates. Have them share their sentences with the class.
English Learning
Newcomers Card N20 (p. 90) Extend Grammar

10/1/08 10:35:23 AM

about what they did to identify subjects and predicates.
SS
SP
6. Boone agreed.
Provide students with sentences that contain only a

simple subject and a simple predicate. Have them say the
sentence back to you with a subject and a full predicate.
Say: The dog ran. The old dog ran down the beach.
Advanced Have students write several sentences on their own about things
they see in the classroom. For example: The girl in blue talks to her friends. Have
students share their sentences with the class and divide them into subjects and
predicates.
DAY
Connect to Writing
Fact and Opinion Sentences How did you tell the difference
between facts and opinions? Talk with your partner about what you
learned. On a separate sheet of paper, write two paragraphs about
facts and opinions about the movie Remember The Titans. Answer the
following questions:
How can you identify a fact about the movie? Give an example.
2. think of language that

signals opinions or
judgments.
your writing.
How can you identify an opinion about the movie? Give an

example.
If you need help, use the sentence frames:
A fact about Remember The Titans is Possible responses:
something that can be verified.
For example, the fact that the story happened in 1971 can be
verified.
An opinion about Remember The Titans is a judgment on the
quality of the movie.
For example,
I think the movie was very interesting.
Talk About Writing

Write a Story
Teams Name:
Teams Problem:
Teams Solution:
Tips for Your Story

Give for your team a name. Also, include a setting for your story.
Include details and events in your story. Make sure the events are
in the right order.
Use the Writing Process Handbook at the end of this book. This
will show you how to draft your story. It will also show you how
to revise your story.
Connect to Writing
Review the instructions and explain that students need to

write a story about teamwork. Have them use the chart on
the page to start organizing ideas for the story.
Tips for Your Story Read the tips aloud and explain how
each tip will help them write a story. Provide students with
Graphic Organizer G15 Series of Events Chain in order to
organize the plot of the story. Review the information in
the writing process handbook.
Corrective Feedback If students stories are
unstructured, review the graphic organizer and ask
students to revise the events in order to help organize plot
details. Also refer them back to the writing handbook.
10/3/08 4:07:40 PM
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91
Beginning/Early Intermediate Create and write a group story. Have

students use gestures, pictures, and words to brainstorm a plot for the story. Fill in
G15 with important story events. Assign each event to small groups and have them
illustrate and label the event with a sentence on a separate piece of paper. Finally,
put the pages together and read the story aloud.
Content Objective Students will be be able to review how

to distinguish between facts and opinions.
Language Objective Students will be able to write a story
about teams and teamwork.

the page. Have students work in small groups to answer
the questions. Have each group write their answers on the
board. Discuss the results as a class.
My Story:
teach
Model
If you need help, you can organize your ideas here.
Re
OBJECTI V ES
Connect to Writing
Write a Story On a separate sheet of paper, write a story about

a team and teamwork. What is the team called? Why is teamwork
important to the team?
DAY
Writing Tips
Dont forget to
1. remember how to
identify facts.
Intermediate/Early Advanced Have students work with a partner to write

a story. Each student should provide an event for the chart. Provide support as
students write the story. Allow them to illustrate events and write the story in short
paragraphs.
Advanced Challenge the students to read their completed stories to the whole
class. Provide support as students organize ideas and write. Check for a logical
sequence of events and correct usage of vocabulary.

about what they wrote about teamwork and tolerance.
English Learning
SIOP in Practice
SIOP
Review and Assessment Feature 29: Regular

Feedback Provided to Students on Their Output
Specific feedback is generally given orally or in
writing, but teachers can also provide it through facial
expressions and body language. A nod, smile of support,
pat on the shoulder, or encouraging look can take away
fear of speaking aloud, especially for students who are
beginning to develop English proficiency.
Weekly
Planner
Unit 3, Lesson 4
Fears and Bravery
What should we
learn?
Instructional Plan
and Materials
DAY
Dialogue
Preteach
Preview the Concept
Teach
Student
Worktext
Reality
Central
Vocabulary Routine
Vocabulary Cards
Skill Check
Table Talk
DAY
Reading
Preteach
Vocabulary Review
Teach
Reading Strategy
Model and Read
Skill Check
Table Talk
Main Idea and Details Web
transport
Detail
Vocabulary
Cards
Detail
Detail
Main Idea
Detail
Detail
Detail

G10
Graphic
Organizer
Review and
Assess
Common Core
State Standards
CCSS: RL.7.4, RL.7.10, SL.7.1, SL.7.1.c,

SL.7.6, L.7.4, L.7.4.a, L.7.4.d, L.7.6
CCSS: RI.7.1, RI.7.2, RI.7.6, RI.7.8, RI.7.10,

SL.7.1, SL.7.1.c, SL.7.6
English Learning
Day 1
SIOP
SIOP in Practice
Day 2
Key Vocabulary Emphasized
A+RISE Strategies
ENGLISH LANGUAGE
PROFICIENCY TEST
SELP2
ASSESSMENT
AIMSweb
PROGRESS MONITORING
91a Fears and Bravery Unit 3, Lesson 4 Planner


customized goals.
N FO
KEY
= Core
DAY
= Optional
&
Preteach
Teach
Language Workshop
Skill Check
Table Talk
Review and Assess
Fact and Opinion, pp. 4647, 59
LESSON
= Assessment
DAY
Grammar
Preteach
Introduce Grammar
Teach
Use Grammar
Skill Check
Table Talk
Review and Assess
Compound Subjects and
Predicates, pp. 5455, 60
DAY
Connect to Writing
Preteach
Teach
Talk About Writing

Have
No Fear
Skill Check
Table Talk
CCSS: RI.7.2, RI.7.8, SL.7.1, L.7.4, L.7.6
CCSS: L.7.1, L.7.3
CCSS: RI.7.8, W.7.4, W.7.9.b, W.7.10, SL.7.1
Day 3
Day 4
Day 5
Lesson Delivery Content Objectives

Supported
Strategies Scaffolding Techniques

Consistently Used
A+RISE Writing Card W02


Unit 3, Lesson 4 Planner Fears and Bravery 91b
OB JE C T I V E S

vocabulary and concepts relating to conquering fear.
Language Objective Students will be able to tell about a
fear they have.
Dialogue
Concept Talk
Read the Weekly Topic, Fears and Bravery, and explain

that you will be talking about conquering fears and
phobias. Say: Is everyone afraid of something? What can
we do to conquer those fears?
Model and Discuss

that the characters are two teens. Say: They are
discussing one teens phobia and how he is conquering
his fear. Read the dialogue as a class. Pause after each
section to review the Important Words in context. Then,
students can read the dialogue aloud in pairs.
Talk About It

Corrective Feedback If students have difficulty
completing the sentence frame, have them answer
the question orally. Then, help them record their
answers in sentence form.
Fears and Bravery

Lesson 4
What should
we learn?
Vocabulary
Important Words
approach: an organized
way to do something or to
get somewhere
evaluate: to determine
the worth of something
by careful study (cognate:
evaluar)
experiment: to perform
a test to find out new
facts or to show that old
facts are true
information: facts and
details about a person,
place, or thing (cognate:
informacin)
knowledge:
information acquired
from study or through
experience
Concept Words
conquer: to defeat
something or someone
(cognate: conquistar)
phobia: a special kind of
fear (cognate: fobia)
therapist: a person
who helps peoples
mental health (cognate:
terapeuta)
Dialogue
Two teens are talking about phobias. Read the dialogue. Then,
review the vocabulary words you read.
Teen 1: Do you want to go swimming today?

Teen 2: No. I have a terrible phobia of water. I cant
go near it without feeling like Im drowning.
Teen 1: Thats terrible. Why do you have that
phobia?
Teen 2: When I was small, I fell into a pool. My
therapist says that someday I will conquer
the fear.
Teen 1: How will you conquer the fear?
Teen 2: Well rst, the therapist decided to evaluate
my phobia and to look for an approach to
help cure it. She performed an experiment
by introducing me to small pieces of
information having to do with water. For
example, she had me look at pictures of
lakes and oceans.
Teen 1: Was that scary?
Teen 2: Yes, the rst time I almost fainted, but she
encouraged me to relax. This gave me the
knowledge that I could do it. Im slowly
nding out that water is okay.
Teen 1: Great! Maybe we can go swimming
next week.
Talk About It Discuss with a partner or in a group. What are

you afraid of? Why does it scare you? Use the sentence frame.
I am afraid of Possible response: cats
because they scratch me.
92
Dialogue

RI.7.8, W.7.4, W.7.9.b, W.7.10, SL.7.1, L.7.1, L.7.3, L.7.4,
L.7.6
SL.7.6, L.7.4.a, L.7.4.d
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10/1/08 10:38:42 AM

discuss their answers to the Talk About It question.
Personal Dictionary
Have students choose three words from the vocabulary that are new to them
to write in their personal dictionaries, and write the definitions provided in the
text. Then, students should write a sentence for each word that will help them
remember the definition.
Vocabulary Routine
1. Say the Words Say the word slowly, emphasizing each syllable, e-va-lu-ate.
2. Introduce Word Meanings Explain the word evaluate. Say: When a therapist
is trying to understand a phobia, the therapist will try to evaluate how the
person is feeling. Evaluate means to determine something after careful study.
3. Demonstrate/Elaborate Use gestures and picture cards to demonstrate
words. Point to a textbook and say that we can gain knowledge from that book.
4. Apply Read the dialogue aloud and pause for each highlighted word. Students
5. Assess Verify that students can define the vocabulary in their own words.
DAY
DAY
Reading
What is the difference between normal fears and phobias?
What do you think the author is trying to say in this article?
Have No
OBJECTI V ES
Content Objective Students will be able to distinguish

between a fear and a phobia.
what a phobia is and how to overcome one.
Fear
Are you afraid of spiders? One woman named Kim

was so terried of spiders she couldnt go into any room
without feeling afraid. Health experts call unreasonable
fears phobias. Fortunately, with the help of a therapist,
phobias can be cured.
Some fear is normal and even healthy. Knowledge
about dangerous things keeps us safer. For example,
people who cannot swim can look for shallow water, or
people who are afraid of dogs will be more alert. Most
people can conquer their fears. People with phobias,
however, must have special help to evaluate their fears.
Reading
Fear of spiders
is called
arachnophobia.
Take the example of Kim. Just the thought of a spider

made her dizzy. Her therapist decided to take a unique
approach. She created an experiment and asked Kim to
look at a picture of a spider from a long distance. Soon
the photos become larger and closer so that Kim could
clearly see the spiders body. Between each photo she
would try to relax. Therapists use this method of slowly
introducing information. In this way, patients gradually
realize they do not need to be afraid.
Set the Purpose
Tell students they will be reading an article about overcoming

phobias. Have students read the questions before the article.
Provide support with examples for the students.
Model and Read
Fortunately for Kim, this method was successful. She

now keeps a large hairy tarantula as a special pet.
Talk About It Discuss with a partner or in a group. How would you

describe a phobia? How would you overcome the phobia? Use the
sentence frame.
One phobia I know is a fear of Possible responses: flying
Main Idea and Details Remind students that details provide

information that helps an author communicate an idea.
Provide students with Graphic Organizer G10. Read the
article aloud and have students stop you when you get
to details that should be written down. Call attention
to details that students miss. Discuss as a class what
the main idea might have been. Then, model writing it
as a complete sentence. This reading strategy will help
students later as they look for details and verify facts.
Talk About It

partner to complete the sentence frames.
I would overcome it by looking at photos of people on

airplanes having a good time.
.
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93
teach
Beginning/Early Intermediate As you read the article aloud with students,

pause frequently to clarify meaning and identify details. Use gestures and pictures
to support your explanations. As you fill in the graphic organizer as a class,
emphasize key words and phrases.
Reading

write a sentence about the article. Then, have students share
their sentences with the class.
Intermediate/Early Advanced Pause before you discuss the main idea of

the passage. Have students meet in pairs and discuss what the main idea might be.
Then, have the pairs share their ideas with the class. Model writing their ideas as
complete sentences.
Advanced Pause before you discuss the main idea of the passage. Have
students work individually to write a sentence identifying the main idea of the
article, based on your demonstration of how to deduce the main idea from
supporting details. Then, have students share their ideas with the class. Model
writing their ideas as complete sentences.
English Learning
SIOP in Practice
SIOP


Emphasized Word Sort On the board, write a threecolumn chart with the headings, verb, noun, and
adjective. Have students copy the chart in their
vocabulary notebooks. Model how to fill in the chart with
the first vocabulary words. Have students continue filling
in the chart with the remainder of the vocabulary words.
Throughout the lesson, continue to add relevant words.
OB JE C T I V E S

Content Objective Students will be able to investigate
and use resources to prove facts.
the resources they find easiest to work with to verify facts.
Language Workshop
Important Words
investigate: to find out
(cognate: investigar)
resources: something
that can be used for
support or help (cognate:
recursos)
Resource Words A fact is information you can prove. When

you want to investigate and prove a fact, you must look it up
in a reference book or other resources. Look at the examples of
resources:
Resources
Description
Almanac
An annual publication that includes weather

forecasts and other information about a calendar
year.
An atlas is a collection of maps in a book. Maps
provide geographical information.
A reference book with entries about the lives of
actual people.
A reference book with definitions and information
about words.
A book or set of books with factual information on
all subjects.
A website with information that comes from
respected and well-documented sources.
Atlas or map
Language Workshop
Biographical
dictionary
Dictionary
Model
Encyclopedia
Resource Words Say: Facts are details that can be

proven. We can use different resources to prove facts.
Read the beginning of student page 94.
Reliable website
Talk About It Work with a partner. Use the chart above to

decide which resources are best for verifying the facts below.
Write the resource(s) on the line.
Discuss
Have students read the directions and review the chart.

Say: There are many resources you can use to prove
facts. If you wanted to know how to spell a word you
could use a dictionary, but if you wanted to know when
the next full moon will be you would use an almanac.
Talk About It

complete the Talk About It question. Have students refer
to the chart on the student page. Ask students to share
their answers with the class.
1. Arachnophobia is the unreasonable

fear of spiders.
Dictionary, website,
encyclopedia
2. President Roosevelt said, The only

thing we have to fear is fear itself.
Biographical dictionary,
website
3. Oklahoma is next to Kansas.
Atlas or map, website
4. Tornado season in Kansas begins

in March.
Almanac, website
Extend Language Which resources do you find easiest to

work with? Why?
I am familiar with Possible response:
Extend Language
Read the directions aloud to the class. Have students

work independently to complete the activity.
Corrective Feedback For students who answer
website on every question, ask what resource they
would turn to if they could not get onto the Internet.
&
I find encyclopedias
.
easiest to work with
because they have information on almost everything

.
94
Language Workshop
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10/1/08 10:40:03 AM
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DAY
teach
Intermediate/Early Advanced Have students complete the Beginning

activity with a partner. Have the partners write several sentences about California.
Then, students should share their sentences with the class.
English Learning
Comprehension Card C03 (p. 94) Model

Advanced Have students choose a topic. Have them use resources to gather
facts about their topic. Instruct them to make a list of the resources they use.
Encourage students to write a paragraph about the facts they gather. Have
students share their paragraphs with the class.
Beginning/Early Intermediate Write this question on the board: What

facts can you find about California? Provide resources for students to use. Work
with students to gather facts. Then, have students orally produce or write three
facts.
DAY
&
Fact and Opinion You can organize information to help

clarify what youre reading. The chart below can help you
isolate facts and verify them. Use resources to verify the
facts, then write your conclusion.
Model
Evaluate which resource would give you the information

you need.
Fact and Opinion Read the directions and review the

chart. Point out the different areas of the graphic organizer
and the labels. Say: This three-column chart can help you
record and verify facts.
Try to use more than one resource.

Fact
Resource Used
Conclusion
1. Phobias can be
cured.
Encyclopedia
True
Dictionary
2. Fear of music
is called
melophobia.
Encyclopedia
3. Phobias affect up
to ten percent of
the U.S. population.
Dictionary
4. Geliophobia is the
fear of sleeping.
5. Irrational fear of
speaking in public
is an example of a
social phobia.
Reliable website
Some people are

terrified of clowns.
True
Have students work in small groups to complete the

graphic organizer. If students have difficulty, refer them to
the chart on student page 94.
True
False
Talk About It
Have students share their facts and the resources they

used to verify them with the class.
True
Read the directions aloud with the students. Say: Use

the chart to record facts. Then, use different resources to
verify the facts.
Corrective Feedback If students have difficulty, assist
them in choosing the resources they use to verify their
facts.
Extend Comprehension Now practice what you have learned.

Find a newspaper or magazine article about something interesting
to you. Find three facts in the article. Then, verify them with a
reliable resource.
Fact
Resource Used
Conclusion
Responses should reflect

an understanding of how to
isolate facts and verify them.

discuss their answers to Extend Comprehension.
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95
10/1/08 10:40:19 AM
teach
Beginning/Early Intermediate Review the different types of resources

students can use to verify facts. Walk around the classroom with students and
explain how each of these resources can help you confirm facts. For example, help
them look up dictionary entries to find the names of specific phobias.
Intermediate/Early Advanced Ask students to look carefully at the chart

they created in the Comprehension Workshop. Ask them to consider how they
verified the facts, and discuss what they did to verify those facts. Students should
write a few sentences about the process they used.
Advanced Challenge students to research other phobias and to look up their
definitions. Have them list these new phobias and list how they confirmed their
meanings.
English Learning
SIOP in Practice
SIOP
Lesson Delivery Feature 23: Content Objectives

Supported Content Objectives must be stated orally
and clearly displayed. Written objectives remind us of
the focus of the lesson and provide a structure to the
classroom procedure. Throughout the lesson and at
its conclusion, the teacher and students can evaluate
how well the lesson delivery supported the Content
Objective: Students will be able to investigate and use
resources to prove facts. Remember to scaffold the
objectives based on the specific needs of your students.
DAY
OB JE C T I V E S

compound subjects and compound predicates.
compound subjects and compound predicates in eight
sentences.
Grammar
Grammar
Important Words
compound subject: a
subject that contains two
or more subjects that share
the same verb (cognate:
sujeto compuesto)
compound predicate:
a predicate that contains
two or more verbs that
share the same subject
(cognate: predicado
compuesto)
Compound Subjects and Predicates A compound

subject contains two or more subjects that share the same
verb, like two people doing the same action.
Compound subject
Jorge and I watched the movie.

The thunder and lightning scared
the animals.
Compound predicates contain two or more verbs that share

one subject, like one person doing a number of things.
Compound predicate
The crowd cheered and

clapped for the team.
I searched and read everything I
could find on scary monsters.
Model
Read the Important Words and explanation of compound

subjects and compound predicates. Say: I am going to
the store. Julio and I are going to the store. Point out that
the first sentence is a simple subject, but in the second
sentence there are two people, so it is a compound
subject.
Extend Grammar Read each sentence. If the

sentence has a compound subject, write A. If the
sentence has a compound predicate, write B. If it
is A, underline the subject. If it is B, underline
the verbs.
1. Kim and I are afraid of spiders.
2. She thinks and dreams about spiders.
Use Grammar
4. An unreasonable fear or hatred is called a phobia.
7. Practicing in front of a mirror or rehearsing before a small audience

A
of friends helps some people.
8. Certain medications and relaxation techniques also help people.
A
Extend Grammar
96
reteac
Writing Card W02 (p. 97) Connect to the Big

Question
teach

Juan went to the store. He bought some ice cream. Explain how to create a
sentence with a compound predicate.
Intermediate Write these two sentences on the board: Juan went to the
store. He bought some ice cream. Have students explain how they would create a
sentence with a compound predicate. Repeat with other sentences.
Early Advanced Have students work with a partner to rewrite the sentences
from the Beginning section. Have the partners write a sentence using compound
predicates on their own. Have them share their sentences with the class.
Challenge students to create a sentence with a compound subject.
Advanced Have students write several sentences on their own about things
they see in the classroom. For example: I can use the encyclopedia to verify
facts. Martin can use the encyclopedia to verify facts. Martin and I can use the
encyclopedia to verify facts. Have students share their sentences with the class.
10/1/08 10:40:36 AM
English Learning
Grammar
Re
6. Doctors and other professionals can help us with our

A
phobias.
Have students read the example sentences with apartner.

Have students make up their own sentences with
compound subjects and compound predicates and share
them with the class.
5. Many people hate the idea of performing and fear public speaking
B
more than death.
Talk About It

talk about what they did to identify compound subjects and
compound predicates.
Most people can overcome their

phobias.
3. Some people cant eat, sleep, or work because of

B
their phobias.
Review the examples with students. Explain that a

compound subject contains at least two subjects that
share the same predicate, and a compound predicate
contains at least two verbs that share the same subject.

Corrective Feedback If students have difficulty, help
them identify the subjects and verbs in the sentences.
Then, have them determine which are compound.
Connect to Writing
Fact and Opinion Paragraph How did you learn to tell the
difference between facts and opinions, then verify facts? Talk with a
partner about what you learned.
Writing Tips
Dont forget to
1. think about the
differences between
facts and opinions.
On a separate sheet of paper, write some facts and opinions about

phobias. Make sure to do the following:
2. use a chart to help

organize your ideas
Write facts that can be veried with resources.

your writing.
Write opinions using details and judgment words.
DAY
OBJECTI V ES

verify facts.
articles they liked best and least in this unit.
If you need help, use the sentence frames.

Phobias are Possible responses: intense fears
One example of a phobia is called arachrophobia
Connect to Writing
Model
My favorite phobia is melaphobia

the page. Have students work in small groups to answer
the questions. Have each group write their answers on the
board. Discuss the results as a class.
because I believe and think that being afraid of music is strange.

.
Talk About Writing

Connect to the Big Question Think about all the articles you
read in this unit. What article did you like best? What article did you
not like? Then, talk about your favorite article and summarize what
the article was about.
Read the questions aloud with the students. Ask them to

think about which articles they liked and did not like in
the unit. Have them jot ideas into Graphic Organizer G20
labeling one column Liked and the other Did Not Like.
Then, students can share opinions with a partner. Explain
the importance of listening to other peoples ideas. Finally,
have pairs complete the sentence frame.
completing the sentence frames, provide examples of
lessons that were learned from the articles.
Discuss your opinions with a classmate. Remember to state your

opinions in a clear way. Also, remember to listen to what your
classmate says about the articles.
Now, take some time to share your final ideas. Answer this
question: What should we learn from these articles? Complete
this sentence frame.
I think it is important to learn
Connect to Writing
10/1/08 10:40:50 AM
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97
teach
Beginning/Early Intermediate Work with small groups to complete the

sentence frames together. Review the lessons about facts and opinions. Write in the
frames as a group and ask students to read the completed sentences aloud.
Intermediate Have students work in pairs. Have them read the Writing Tips.
Have them review the lessons about facts and opinions. Students should work
together to fill in the sentence frames.
Early Advanced Have students meet in pairs to plan the paragraphs. Post the
Writing Tips on the board for them to use as a checklist. As they complete each
step, pairs can check them off in their books.
Advanced Ask students to try and use the Important Words and Concept Words
on student page 92 in their writing. Then, ask volunteers to read the paragraphs
aloud.

about what they wrote about fear.
English Learning
SIOP in Practice
SIOP
Strategies Feature 14: Scaffolding Techniques

Consistently Used If students are having a difficult
time getting started with an activity, conduct a
think-aloud to model how to perform the activity.
For instance, in Connect to the Big Question, you
may want to think aloud as follows: After looking at
the dialogue about the fear of water and the article
about phobias, I think the one I like best is about water
because the fear of water is one that many people
share. What about you? What details in the stories are
interesting to you?
What should
we learn?
Vocabulary Review
Choose the Word Circle the word that means the same as
the underlined word.
OB JE C T I V E S
Big Question Words

and Important Words
Content Objective Students will be able to demonstrate

knowledge of the unit vocabulary.
vocabulary from the unit with a partner to complete the
activities.
analyze
approach
background
curiosity
discover
examine
experiment
explore
Review
facts
Divide students into two groups. Give one group of

students the vocabulary words and give the other group of
students the definitions. Have students circulate to match
the words with the definitions. Have them ask each other
questions to help find a match. Then, pairs should work
together to put the word in asentence.
information
Practice
question
Choose the Word Read the instructions with students.

Remind students that definitions can be found in the
back of their books, on the Vocabulary Cards, or on their
Definition list (from the Review and Assess book).
inquire
C. understand
D. struggle with
2. I need more information before I move to Mars.

A. ideas
C. facts
B. opinions
D. topics
3. I will inquire about it.
A. analyze
B. discover
evaluate
Vocabulary Review
1. I will examine my phobia.

A. look at
B. experiment on
C. understand
D. ask
4. I cant evaluate the movie until Ive seen it.

A. discover
C. reveal
B. judge
D. convince
5. Do you understand how phobias start?
A. debate
C. know
B. feel
D. inquire
interview
investigate
knowledge
organize
Which planet
would you explore?
possible
understand
Personal Response Complete each sentence with your

response.
1. If I could interview any celebrity, I would choose
.
Personal Response Have students share their responses

with the class. Use the vocabulary and the student
responses to prompt a class discussion.
2. First, I approach a problem by

.
3. I have a background in
.
4. If I could visit any planet, I would explore
5. My knowledge of

Teaching the standards: RI.7.1, RL.7.2, RI.7.4, RI.7.8,
L.7.1, L.7.3, L.7.4, L.7.6
Practicing the standards: RI.7.10, L.7.4.a, L.7.4.d
is useful.
Vocabulary Review
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98
UNIT
10/1/08 10:49:59 AM
Leveled Support Vocabulary Review
teach
English Learning
SIOP in Practice
SIOP
Review and Assessment Feature 27:

Comprehensive Review of Key Vocabulary
Providing activities in which students manipulate
words is important for vocabulary growth. Extend
the vocabulary review in the Choose the Word.
Have students use the vocabulary words to create a
vocabulary song by rewriting the lyrics to their favorite
song. Ask volunteers to share their songs with the class.
98 Vocabulary Review Unit 3
Intermediate/Early Advanced Have students work together to complete

the Choose the Word activity. Have them work independently to fill in each answer
and then compare vocabulary words as they complete each item. Ask them to
discuss all possible answers.
Advanced Ask students to write two sentences about one of the Personal
Response items that they find interesting. Have them use other vocabulary words in
their sentences, if they can. Circulate to give support and read sentences.
Beginning/Early Intermediate Have the students work in pairs to match

words with definitions. Model the activity for the groups before you assign words
and definitions.
Comprehension Review
UNIT
Main Idea The main idea is the most important point being
made in piece of writing. To find the main idea, find key details
that support the central topic of the text.
detail
identify
insignificant detail
key
Someday people might live on Mars. For decades, the

Red Planet has fascinated astronauts and science ction
writers. Even though plants and animals cant live there,
astronaut Don Pettit thinks humans are smart enough
to face the challenge. Settlers on Mars would have to
build shelters, make electricity, and learn to grow food in
greenhouses. Some may even adapt their bodies to the
climate. The planet is far from the Earth.
Main Idea
Detail
Settlers on Mars would
have to build things.
Someday people might

live on Mars.
main idea
significant detail
supporting detail
Main Idea Have a volunteer read the paragraph to

the class. Then, have students work with a partner to
complete the main ideas and details graphic organizer.
Have pairs share their charts with the class.
Significant and Insignificant Details Read the
instructions aloud to students. Then, talk about the
difference between significant and insignificant details.
Say: Remember that even though details may be
interesting, still they may not be important. Have students
complete the chart on their own. Then meet as a whole
class to review the significant and insignificant details.
Someday people might live on Mars.
The planet is far from the Earth.
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99
Review and Assess

To assess key skills from Unit 3, refer to Review and
Assess, pages 4160. You will also find additional
practice materials for differentiated instruction, as well
as a writing connection to the Unit 3 concepts covered.
10/1/08 10:50:23 AM
Leveled Support Comprehension Review
teach
Beginning/Early Intermediate Students may have difficulty identifying

which details are significant and which are insignificant. If students are struggling,
remind them that significant details relate directly to the main idea. Provide support
as necessary.
Practice
Detail:
The Red Planet has
fascinated many people.
Significant Detail Astronaut Don Pettit thinks humans are smart enough
to face the challenge.

identify main ideas.
Language Objective Students will be able to write the
main idea of a reading.
Review the instruction and Important Words at the top of

the page. Remind students: The best way to find the main
idea is to use all details and information available to you.
Reread the passage above. Find examples of significant and

insignificant details. Then, fill in the chart.
Insignificant Detail
Review
Detail
Some may even adapt
their bodies to the
climate.
Significant and Insignificant Details To understand the main

idea, you must distinguish between significant and insignificant
details. Significant details are words or sentences that tell about the
main idea. Insignificant details are other pieces of information that
are included, but do not directly relate to the main idea.
Main Idea
OBJECTI V ES
Important Words
Read the passage. Find key details that support the main idea.
Then, fill in the chart.
Detail
Don Pettit thinks humans
can live there.
UNIT
Intermediate Help students identify details in the passage. Remind them

thatsignificant details relate directly to the text. Continue providing support for
each item.
Early Advanced/Advanced Have students complete the first chart
individually. Then, have them meet in pairs to compare their charts.
English Learning
SIOP in Practice
SIOP
Review and Assessment Feature 28:

Comprehensive Review of Key Content Concepts
The Main Idea activity provides opportunities to review
the key concepts. Before students participate in the
activities on this page, you may want to lead an informal
review by asking the following questions:
How would life on Mars be different from life on
Earth?
What facts do you know about life on Mars?
What are some challenges people would face
when living on Mars?
Consider scaffolding questions to meet the review
needs of your students.
Unit 3 Comprehension Review 99
OB JE C T I V E S

distinguish between fact and opinion and how to investigate
and use resources to verify facts.
Language Objective Students will be able to name five
facts or opinions in five sentences.
Fact and Opinion A fact is a detail that can be proven. An

opinion is a persons judgment or belief. When deciding what is
true, it is important to distinguish between facts and opinions.
Important Words
check
fact
Read the sentences. Then, circle whether they are FACT

or OPINION.
investigate
opinion
1. T.C. Williams High School is in Alexandria, Virginia.
resources
FACT
OPINION
2. Remember the Titans is an excellent movie.

FACT
OPINION
3. One of the saddest scenes in the movie is when a character is

paralyzed in a car accident.
Review
4. Denzel Washington played the main character.
FACT
Review the instruction and Important Words at the top

of the page. Remind students: The best way to tell the
difference between a fact and an opinion is that a fact can
be proven.
FACT
OPINION
OPINION
5. Team members founded the Titan Foundation in 2000.

FACT
Practice
OPINION
Verify Facts Read the facts below. Then, circle the resource or
resources you would use to verify the fact.
Fact and Opinion Work with students to complete the

activity. Read each sentence aloud, giving students time
to write their answers. Then, discuss the answers as a
group.
1. Alexandria, Virginia is located on the western bank of the

Potomac River.
Encyclopedia
Dictionary
Map
Reliable Website
2. Remember the Titans is based on a true story.
Verify Facts Remind students that it is important to

make sure that facts are true. Say: There are many
resources that we can use to verify facts: an encyclopedia,
a dictionary, a map, a reliable website, and many more.
Have students work individually to circle resources that
they would use to verify the facts in the activity. Review
the answers with the class.
Encyclopedia
Dictionary
Map
Reliable Website
Some of the original

Titans said Remember
the Titans exaggerated
the facts.
3. The first settlement in Alexandria, Virginia was in 1695.

Encyclopedia
Dictionary
Map
Reliable Website
4. The word evaluate means to analyze and judge something.

Encyclopedia
Dictionary
Map
Reliable Website
5. T.C. Williams High School has one of the most diverse student
bodies in the United States.
Encyclopedia
100
Dictionary
Map
Reliable Website
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Leveled Support Comprehension Review
Intermediate/Early Advanced Divide students in groups and have them

discuss what is the purpose of each resource listed on page 100. Have them work
together and write down what each resource does and what kind of information it
contains.
Vocabulary Card V16 (p. 101) Review

100 Comprehension Review Unit 3
10/1/08 10:50:44 AM
teach
Beginning/Early Intermediate Students may have difficulty distinguishing

between fact and opinion. If students are struggling, ask questions that focus on
the differences between a fact and an opinion. For example, ask: If the sentence
includes the words I believe or I think, is the sentence a fact or an opinion? To
confirm facts, review each of the resources listed on the pages, asking students
questions such as: Does an encyclopedia contain facts? Can I use it to prove facts?
Why? Record students answers to your questions.
English Learning
Advanced Assign pairs an item from the Verify Facts activity. Challenge them
to consult the resources in the item and to write a sentence that includes the fact
listed. They should credit the resource and mention what the resources purpose is.
For example, they might write: According to a map, Alexandria, VA is located on the
Potomac River. A map can prove the location of a certain place. Have them share
their work with the class.
UNIT
Grammar Review
UNIT
Choose the Right Word Write the correct word on the line to
complete the sentence.
2 All supplies, tools,

by spaceship. (and/or)
compound subject
food would arrive
but
planets. (and/but)
or
predicate
prepositional phrase
would also flourish on other
4. Some people cant eat, sleep,

because of their fears. (or/but)
conjunction
preposition
3. We would need to create plants that wouldnt just grow,
simple
a. in California
.
b. on other planets
c. through a window
2. A brick flies
.
Choose the Right Word Read the instructions aloud

and have students write the answers on the line. When
students have finished, review the answers as a whole
class. Circulate to see which items need additional review
or teaching.
Write Sentences Think of simple subjects, simple predicates,

compound subjects, and compound predicates. Write one sentence
with a simple subject and a simple predicate. Then, write one
sentence with a compound subject and a compound predicate.
Prepositional Phrases Have a volunteer read the

directions to the class. Say: Complete the sentences with
the correct prepositional phrases. Have students complete
the activity individually. Then, review the answers with the
class. Revisit the concepts as needed.
Simple Subject/Simple Predicate:
Compound Subject/Compound Predicate:
Grammar Review
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Have students read the Important Words on the page. Say:

This is a list of the grammar skills we learned. Remember,
you can use your workbook as a resource. Help students
find the lessons that cover each of the grammar skills in
the list. Encourage them to refer to the lesson pages as
they complete the review activities.
Practice Grammar
3. Builders found the remains of Tongva Indians

in California
Content Objective Students will be able to review

grammar skills taught in Unit 3.
Language Objective Students will be able to write three
Review
1. There are neither plants nor animals
through a window
Grammar Review
subject
work
Prepositional Phrases Read the prepositional phrases in the

box. Then, complete each sentence below by writing the correct
prepositional phrase on the line.
on other planets
OBJECTI V ES
Important Words
compound predicate
and
writers believe
1. Some scientists
people will live on other planets someday. (and/or)
and
UNIT
101
Write Sentences Read the instructions aloud. Briefly

review the meaning of a simple subject, simple predicate,
compound subject, and compound predicate. Then, ask
them to create their own sentences based on what they
learned.
10/1/08 10:51:03 AM
Leveled Support Grammar Review
teach
Beginning/Early Intermediate Complete the writing activity as a group.

Review the instruction from the lesson and then work together to write sentences
with simple subjects and compound sentences. Have students read their sentences
aloud to each other.
Intermediate Post a list of simple and compound subjects that will help
students write sentences. Students can complete the sentences with a partner.
Early Advanced/Advanced Ask students to make a list of simple subjects
and compound subjects and a list of simple predicates and compound predicates.
Then, they should write sentences using the words from their lists. Have students
Unit 3 Grammar Review 101
UNIT
Wrap-Up
UNIT
OB JE C T I V E S

Content Objective Students will be able to review how all
of the selections in Unit 3 address the Big Question.
Language Objective Students will be able to write five
personal reflections on what they learned in this unit.
In this unit, I read:

Lesson 1 Travel to Mars. . . . . . . . . . . . . . . . . . . . . . . . . . . . page 75
Unit 3 Wrap-Up
Lesson 2 Making Sport of Tradition . . . . . . . . . . . . . . . . . . page 81
Unit 3 Selections
Once students have had their discussions, have each

group present their ideas to the class. Write the names of
the selections on the board and take notes as each group
makes its presentation. Summarize the discussion based
on the information presented.
Unit 3 Skills
Review the list of learned skills with students. As you read

the list, elicit examples for each skill. For example, say:
We learned about significant and insignificant details.
Ask: How do we distinguish between significant and
insignificant details? You may want to focus on skills
that the class found challenging and provide additional
support.
Lesson 3 The Titans Remember . . . . . . . . . . . . . . . . . . . . . page 87
Lesson 4 Have No Fear . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 93
In this unit, I:
learned new vocabulary words.

read about different topics.
used key details.
learned about significant and
insignificant details.
used fact and opinion words.
used resource words.
learned about the main idea.
learned about facts and opinions.
learned about conjunctions.

learned about prepositions and
learned about subjects and predicates.
learned about compound subjects and
predicates.
wrote a main idea outline.
wrote main ideas and key details.
wrote facts and opinions.
wrote a fact and opinion paragraph.
Reflection Think about what you learned in this unit. Complete each
sentence frame. Share your answers with your teacher and classmates.
I wonder
I learned
I discovered
I still want to know
I still dont understand
102
Have a student read the Big Question aloud. Ask: How did
each of the selections you read in this unit address this
question? Separate the class into four groups of mixed
language abilities. Assign a title from the list to each
group. Ask the groups to decide how their selection ties
to the Big Question. Instruct students to discuss what the
selection was about and how it relates to the concept of
learning.
Unit 3 Wrap-Up
Reflection
Review the instructions and writing items with the class.

Ask students to write responses into their personal
journals. After writing, students can meet in small groups
to talk about the reflection items. Circulate, and help
students discuss their responses.
10/1/08 9:52:35 AM
Oral Communication Project

Live to Learn!
What
was the message of the presentation?
What
did the presenters do to communicate that message?
List students answers. Then, lead a discussion about what they said. Have
students take turns leading the discussion and asking questions to the
rest of the class.
102 Wrap-Up Unit 3
Before beginning the next unit, plan a day for students to present their Oral
Communication projects. As each group presents, list the following questions
on the board:

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Table of Contents

In this unit, I will read:

Lesson 2 Making Sport of Tradition . . . . . . . . . . . . . . . . page 81

Provide students with a short summary of each selection.

Lesson 3 The Titans Remember . . . . . . . . . . . . . . . . . . . page 87

Lesson 4 Have No Fear . . . . . . . . . . . . . . . . . . . . . . . . . . page 93

In this unit, I will:

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learn new vocabulary words.

Explain that students will be covering a variety of topics

learn about conjunctions.

Journal Writing Provide students with an opportunity to

Unit 3 Table of Contents

To help English learners succeed, take time to clearly

Making Sport of Tradition

Some people view mascots based on Native American themes as offensive.

Remember the Titans

Lesson Preparation Feature 3: Content

Unit 3 Table of Contents 69

The Big Question

Tell students that this unit will focus on the concept of

Oral Language Development

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Post the chant Lifelong Learner for students. Read it

Oral Communication Project

Common Core State Standards

70 The Big Question Unit 3

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Connect to the Big Question

Extend the Big Question

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Connect to the Big Question

Review the questions with the students. Say: When you

Read the sentence frames aloud and clarify difficult

Discuss the Big Question

knowledge of the content.

Once students have had an opportunity to complete

Leveled Support Extend the Big Question

Beginning/Early Intermediate Work with students to complete the

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Intermediate/Early Advanced Have students meet in pairs to complete the

Lesson Preparation Feature 5: Adaptation of

Unit 3 The Big Question 71

Post and review the following objectives with students:

Big Question Words

Before beginning the lesson, distribute the list of

Use this routine to help students learn Big Question

My brother and I love food! One of our favorite things to

Use Context Have students complete the paragraph

72 Vocabulary Workshop Unit 3

new places to eat.

Then, we look carefully at or

the prices. When the waiter comes, I

his favorite dish. Most waiters are nice

about answering such a specific

On our way home, my brother and I

the food, and the service. We love to

Same Meaning Have students read the items and

Use Context Fill in the lines with Big Question Words.

4. Apply Review the Big Question Words with the class.

Use New Vocabulary

3. Demonstrate/Elaborate Use gestures and picture

5. Assess Verify that each student can use the

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4. Apply Review the Big Question Words with the class.

3. Demonstrate/Elaborate Use gestures and picture

5. Assess Verify that each student can use the