Spotlight on English

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S potlight o n
Conten t
LESSO N S 11– 18
Spotl ight on Content
Unit5 Our Land 256
Key Vocabulary
animals crops helpful rain
cities harmful plants towns
Functions and Forms
Q Describing the effects of rain
Rainmakes crops grow.
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Stay on topicwhen speaking.
+Usedescriptivewordswhen speaking about
places, things and events.
+Speak in complete, coherent sentences.
+Make oneself understoodwhen speakingby
using Englishgrammatical forms and sounds.
Reading
+Read common, irregular sightwords.
+Follow one-stepwritten instructions.
+Respond tohow andwhat questions.
Writing
+Write in complete, coherent sentences.
+Use knowledge of thebasic rules ofpunctuation
and capitalization.
Frontload Vocabulary WRITING STRATEGIES
Display Earth Photo Cards that show rain, animals, and plants. Dictate the
words in the Key Vocabulary list at left as students write the words in their
notebooks. Then, write the words on the board, and have students self-
correct their spelling.
Lesson 15
So
ci a l Studie
s
Materials
PracticeBook (page 70)
BlacklineMasters 5.6
Earth PhotoCards
paper chartpaper
crayons
Preparation
Q Photocopy BlacklineMaster 5.6
(1per student).
Q On chartpaper,make a two-
column chart. Title itThe Effects
of Rain .Write Helpfulon the left
column andHarmful on the right
column.
The Effects of Rain
READING COMPREHENSION
Student Book page 150: Explain each of they Key Vocabulary words.
Ask students to point to the paragraph and follow along as you read.
Have students follow along as you read the directions. Have students
discuss the questions. Ask students to write sentences that explain
why rain is helpful. i.e.Rainhelps the plants grow.
Have students
answer thequestions
in simple, complete
sentences.
Have students
answer thequestions
in complete
sentences that are
supportedbydetails
from the text.
Have students
answer thequestions
in complete,
complex sentences.
Beginning Intermediate Advanced
Youmay assist studentswho are experiencingminordifficultywith fine
motor skillsbyproviding additional time and individual assistancewhile
writing the sentences.
Helpful and Harmful WORD RECOGNITION
Have students draw pictures that illustrate how the rain can be helpful and
how it can be harmful. Divide chart paper in half and label each side.
Our Land Unit 5 257
Write the word helpful on the left side and harmfulon the right side. Have
students paste their pictures onto the appropriate column. Display the pictures on
chart paper.
Let’s Practice!
Have students open their Practice Books to page 70. Read the directions
aloud and have students read along with you. Explain and model the directions.
Then, have students complete the page independently in class or as homework.
Logical/Mathematical
RainfallGraph
Have studentswork in smallgroups tomake
abargraphwith the following information:
Town 1: 5 inches of rain; town 2: 10 inches of
rain; town 3: 8 inches of rain; and town 4: 2
inches of rain.Discuss townswithmost and
least rainfall.
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6 Lookatthepicturesandanswerthequestions.
&# What ishappening in eachphotograph?
'# How is the rainaffecting eachplace in thephotographs?
7 Writeaparagraphabouthowraincanbehelpfulandhow
it canbeharmful.
Rain affects people inmany
ways. People living on farms
need rain so their crops can
grow.When it does not rain,
their plants and animalsmay
die. Toomuch rain can cause
problems aswell. Cities and
townsmay flood. This can
destroy homes and businesses.
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Distribute Blackline Master 5.6. Explain the two pictures of the effects of rain.
Tell students they will be discussing these two pictures with their family and
writing down what they would do in each situation.
Home Connection
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Spotlighton English1© SantillanaUSA
Name: Date:
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6Complete each sentencewithaword from thebox.
river mountain lake forest
7Match eachnatural resource to thepicture that showshow it is used.
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This isa . (#
This isa .
'#This isa . )#This isa .
PracticeBook (page70)
For adetaileddescription of these and other
national and state standards as they correlate to
this unit ofSpotlight on English,please visit our
Web site
English as a Second Language
Standard1:Communication Listening: Levels
2 and3; Speaking: Level3; Reading: Levels 1–3;
Writing: Levels1,3, and4.
Standard 2: LanguageArts Listening: Levels
2 and3; Speaking: Level3; Reading: Levels1–3;
Writing: Levels1,3, and5.
Standard 5: Social Studies Listening: Levels2
and3; Speaking: Level4; Reading: Levels 2 and
4;Writing: Levels1 and4.
Unit 5 Our Land 262
Key Vocabulary
art paintings valuable
color sunflower
Functions and Forms
Q Studying an artist—Vincent vanGogh
Vincent vanGogh used lots of color in hiswork.
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Stay on topicwhen speaking.
+Usedescriptivewordswhen speaking about
people,places, things, and events.
+Make oneself understoodwhen speakingby
using Englishgrammatical forms and sounds.
Reading
+Matchoralwords toprintedwords.
+Follow one-stepwritten instructions.
Writing
+Print legibly and space letters andwords
appropriately.
+Usedescriptivewords.
+Write in complete and coherent sentences.
+Use knowledge of thebasic rules ofpunctuation
and capitalization.
Art Appreciation ORAL FLUENCY
Show students examples of Vincent van Gogh’s work, but do not mention
the name of the artist. Ask students to share their opinions about the
paintings. Encourage them to talk about the use of color and the general
beauty of the paintings. If they do not like the paintings, encourage them to
describe the things they don’t like about the paintings. Then, tell students
that those paintings are very famous and that they were created by an artist
named Vincent van Gogh.
Lesson 18
Art
Materials
examples ofVincent vanGogh’s
work
paper cups
paint paper towels
paintbrushes
constructionpaper indifferent
colors
Preparation
Q Set up all thematerials on the
table. Fill the cupswithwater
so students canwash their
paintbrusheswhenpainting.
Painting Sunflowers
READING COMPREHENSION
Student Book page 153: Tell students that they will be learning about
an artist. Have students follow along as you read the paragraph about
Vincent van Gogh. Read the directions and have students complete
the activity.
Do the activity as a
directeddrawing.
Model each step
of the instructions.
Have students
complete their
drawings onepart
at a time as you
show themhow to
draw and label each
section of the flower.
After completing
theirpaintings,
have studentswrite
a shortparagraph
todescribe their
painting.
Model thedrawing
for students. Then,
have each student
copy thedrawing,
paint it, andwrite a
sentence todescribe
it.
Beginning Intermediate Advanced
Youmay enrich instruction formore advanced studentsby allowing them
the freedom to embellish theirpaintingswith additional artisticdetails,
such asbackground scenery, andhave them include thosedetails in their
paragraphs.
Our Land Unit 5 263
Color and Emotions ORAL LANGUAGEDEVELOPMENT
Explain to students that colors can evoke emotions. Hold up a red piece of
construction paper. Explain to students that red is a strong color and that it
can express strong feelings. Have students think about things that are red and
emotions that they feel when they see the color red. Continue the pattern with
the colors green, yellow, white, blue, and black.
Naturalist
Natural Scenes
Take students outside and invite them todraw
orpaint anatural scene. Then,have them
write a sentence todescribe theirpaintings.
Invite students to share theirpaintingswith
the class.
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Vincent vanGogh
is a famouspainter.
Hewasborn in
Holland in1853.
Heused lotsof color
included sunflowers
inmanyofhispaintings.His art is
extremely valuable today.
¥ paper
¥ paint
¥ paintbrushe
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Create your own
sunßowers.
&#Paint the outline
ofa sunßower.
'#Paint the sunßower,
copying thewayVincent
vanGogh used color.
For adetaileddescription of these and other
national and state standards as they correlate to
this unit ofSpotlight on English,please visit our
Web site
English as a Second Language
Standard1:Communication Listening: Level
3; Speaking: Level 3; Reaing: Level 2;Writing:
Level3.
Standard2: LanguageArts Listening: Level
3; Speaking: Level3; Reading: Level3;Writing:
Level3.
Teacher’s Guide Level 1
S
o
cia l S tu d
ie
s
A r t
ACADEMIC LANGUAGE DEVELOPMENT:
LANGUAGE ARTS, MATH, SOCIAL STUDIES,
SCIENCE, ART, AND MUSIC!