Spotlight on English

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Project
lessons offer students
an opportunity
to integrate the
language, vocabulary,
and skills they have
acquired throughout
the unit.
13
13
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Impressions
lessons introduce
students to different
aspects of American
culture and contrast/
compare them with
their own.
Impressions & Project Impressio ns
& Project
LESSON S 19–20
Teacher’s Guide Level 1
SPOTLIGHT ON ENGLISH gives students opportunities to
consolidate unit concepts and apply them in the Impressions and Project lessons
at the end of each unit.
• Validate students’ cultural backgrounds and highlight contributions
of different ethnic groups
• Build self-esteem and foster cultural awareness
• Motivate students to apply vocabulary, language, and concepts learned
Unit 5 Our Land 264
Key Vocabulary
culture tribes
raindance water
rainfall wind
Functions and Forms
Q Learning about raindances
Rain dances are very important for someNative
American Indians.
Q Comparing traditions
There is a rain dance inmy family that is the
same as theNative American Indians,
because ...
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Stay on topicwhen speaking.
+Usedescriptivewordswhen speaking about
people,places, things, and events.
+Speak in complete, coherent sentences.
+Relate an important life event orpersonal
experience in a simple sequence.
+Answer simplequestions.
Reading
+Matchoralwords toprintedwords.
+Follow one-stepwritten instructions.
Writing
+Usedescriptivewords.
Scaffold Language ORAL LANGUAGEDEVELOPMENT
Tell students that people of different cultures have different rituals and
traditions. Explain what traditions and rituals are. Have volunteers look up
the words in a dictionary and dictate the definitions to you as you write
them on the board.
Lesson 19
Materials
Practice Book (page 73)
Rain Dances ORALLANGUAGE DEVELOPMENT
Student Book page 154: Have students look at the pictures on the
page and talk about what they already know about Native American
tribes. Have students point to the text and follow along as you read.
Discuss the paragraph to ensure students understand the concept.
Have students answer the questions and share their responses.
Work as a class
to answer the
questions. Record
student responses
on theboard.Have
students copy in
theirnotebook.
Have studentswork
independently to
answerquestions
in complete
sentences,including
details from the text.
Have studentswork
with apartner to
answerquestions in
complete sentences.
Beginning Intermediate Advanced
Youmay simplify instruction for studentshavingdifficulty understanding
the activitybyproviding themwith agraphic organizer (such as aKWL
chart) thatwillhelp themplanwhat theywillwrite.
SpotlightTG1U5.indd 264 11/4/07 6:17:24PM
Our Land Unit5 265
Doing a Rain Dance READING COMPREHENSION
Read again with students the text on page 154 of the Student Book. Tell students
to pay special attention to the dance moves that are usually done during a
rain dance. Then, divide students into small groups. Have each group plan
and perform their own rain dance. Remind students that rain dances are very
important for some Native Americans and that they must always show respect for
other people’s cultures.
Let’s Practice!
Have students open their Practice Books to the Reading Review on page
73. 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.
Musical
Rain Song
Divided into fourgroups,have the class
perform a rain song.Group one rubs their
hands together to sound like thewind.Group
two taps their fingertips on thedesk to sound
like light rain.Group threehits theirdesks
with theirpalms to sound likehard rain.
Group fourhits thedeskswith their fists to
sound like thunder.Make the rain sounds fall
and rise.
&*) Jc^i*
Answer thequestions.
&# Are there traditions in yournative
country thatare similar to the
NativeAmerican raindances?
'# Whydo you think theNative
Americanpeopleperformed rain
dances tobring the rain?
(# Whatdo you imaginea rain
dancewould look like?
Rain is important in all cultures.
SomeNativeAmerican tribes
perform rain dances. They believe
the danceswill bring rainfall.
Most rain dances include dancing
in a circle, pouringwater, and
whirling around like thewind.
The rain dance of theHopi Indian
tribe includes a live snake!Many
other cultures perform rain dances
aswell.
,(
Spotlighton English1© SantillanaUSA
Name: Date:
6Circle theword that corresponds to eachpicture.
leaf
1 2
sprout soil stem
Jc^i*IZhiEgVXi^XZ/GZVY^c\
7Lookat thepictures.Circle theword that completes each sentence.
&#The needs .
V#soda W#water
'#The has .
V#leaves W#seeds
1 2
PracticeBook (page73)
For adetaileddescription of these and other
national and state standards as they correlate to
this unit of Spotlight on English,please visit our
Web site
English as a Second Language
Standard 1:Communication Listening: Level
3; Speaking: Levels 4 and5; Reading: Levels3
and4;Writing: Level2.
Standard 2: LanguageArts Listening: Level
3; Speaking: Levels 3 and5; Reading: Levels3
and4;Writing: Level2.
SpotlightTG1U5.indd 265 11/4/07 6:17:28PM
Unit5 Our Land 266
Key Vocabulary
earth
posters
recycling
trash
tree
Functions and Forms
Q Writing about aplan
First, Iwill ... Then, Iwill ...Next, Iwill ...
Finally, Iwill ...
Q Describing emotions
I felt happy to ... I felt boredwith ...
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Make oneself understoodwhen speakingby
using Englishgrammatical forms and sounds.
+Speak in complete, coherent sentences.
Reading
+Follow one-stepwritten instructions.
Writing
+Print legibly and space letters andwords
appropriately.
Reuse and Recycle ORAL FLUENCY
Display any materials produced during all the lessons in this unit. Divide
students into small groups. Tell them that they will be thinking and talking
about all the activities they worked on in this unit. Tell them they must take
turns sharing their ideas and remind them to be respectful of everyone in
their group as they talk with one another. Then, invite students to make a
class project to show the things they have learned about the earth.
Lesson 20
Materials
Practice Book (page 74)
students’work from the unit
constructionpaper
markers
chartpaper
sentence stripes
Preparation
Q Gather anymaterialsproducedby
students throughout this unit.
Q Have abulletinboard ready tobe
decorated.
Earth Day
ORAL LANGUAGEDEVELOPMENT
Student Book page 155: Have students follow along as you read the
instructions. Complete the activities with the class. Plan an Earth Day
fair.
Have studentswrite
words on sentence
strips andpaste
them on thebulletin
board,next to
thematerials they
createdduring the
unit. Then,have
themwork together
to create aplanon
chartpaper for an
EarthDay fair.
Have studentswrite
descriptions of
thematerials they
createdduring the
unit. Then,have
studentsworkwith
apartner towrite
aplan for their
EarthDay fair.Have
students share their
planswith the class.
Have studentswrite
descriptions of
thematerials they
createdduring the
unit. Then,divide
the class into four
groups.Have each
groupplan one
of the activities
depicted in the
pictures.Have each
grouppresent their
plan to the class.
Beginning Intermediate Advanced
Youmayprovidegraphic organizers to simplify instruction for students
experiencingdifficultieswith the concept of synthesizing theirwork from
the unit orwith the concept ofplanning EarthDay fair activities.
SpotlightTG1U5.indd 266 11/4/07 6:17:42PM
Our Land Unit5 267
Write All About It WRITING STRATEGIES
Tell students they will be writing about their earth day experiences. Have
students reflect on their favorite part of the day. Then, ask them to write several
sentences describing how they felt during the event. Encourage students to use
detail. Then, invite students to draw a picture to match their sentences. Have
them share their experiences with a friend.
Let’s Practice!
Have students open their Practice Books to the Writing Review on pages
74. 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.
Verbal/Linguistic
Poem
Teach students apoem tohelp them
remember to care for earth.
Earth is an old place. It needs special love
and care. Plant a tree if you please. It gives
us the clean air thatwe ! And don’t
forget to pick up your trash. So let’swork
together as a team, to keep the Earth super
clean.
Jc^i* &**
6 Createabulletinboardaboutyourearthday.
Use thematerials you created in this unit to
illustrate yourbulletinboard.
7 Developaplan,based on yourbulletinboard,
that outlineswhatactivities your earthday
would include.
1 2
3 4
,)
Spotlight on English1© SantillanaUSA
Name: Date:
snow rain
6Write theword that corresponds to eachpicture.
1 2
&# '#
Jc^i*IZhiEgVXi^XZ/Lg^i^c\
7Writea sentenceabout thepicture.
hot cool
PracticeBook (page74)
For adetaileddescription of these and other
national and state standards as they correlate to
this unit of Spotlight on English,please visit our
Web site
English as a Second Language
Standard1:Communication Listening: Level
3; Speaking: Level3; Reading: Levels2 and3;
Writing: Level3.
Standard 2: LanguageArts Listening: Levels
1 and3; Speaking: Levels1,2, and4; Reading:
Level3;Writing: Level4.
SpotlightTG1U5.indd 267 11/4/07 6:17:46PM