LEVEL%20B,%20UNIT%203%20Introduction

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LEVEL B, UNIT 3 Introduction

• Dreams and Decisions
• C. Sanchez, Belvedere MS

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DAY 1
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WARM-UP!

• Please copy and answer the following
• questions using complete sentences.
• What does it mean to follow your dream?
• What are your dreams?
• How do you plan to accomplish your dreams?

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THEME 1

• THEME 1 What Matters Most
• Knowing what is important in life can help you
  reach your dreams and achieve your goals.
• Dreams are what we hope will happen.
• Goals are plans we make for the future.

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THEME 2

• THEME 2 Toward a Better Future
• Courage and determination can help build a better
  future.

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MIND MAP

• Please turn to page 63 of your PRACTICE BOOK.

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CLOSE AND ASSESS

• What will this unit be about?
• Why are dreams important?
• How do you make decisions based on dreams?

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THEME ACTIVITY

• Please turn page 142 of your TEXTBOOK.
• Look at the picture and discuss the following
  questions with your group members
• Who are these people?
• What do you think matters most to this family?
• What do you think matters most to the baby? To
  the mother? To the father?

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THEME 1 GUIDING QUESTIONS

• How do lifes experiences help us find out what
  matters most?
• How do other people influence what we think is
  important?
• How do you think peoples dreams affect their
  decisions?

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KEYPOINT 1

• When we evaluate each life experience we can
  discover what matters most to us. We can see how
  events and experiences help us set our goals.

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KEYPOINT 2

• People influence us by what they say and do. If
  we admire someone, we tend to value what they
  value. Before letting the opinions of others
  influence us, we must be sure they have our best
  interests at heart.

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KEYPOINT 3

• People will make decisions that will move them
  toward their dreams. If the dream is strong
  enough, a person will make very difficult
  decisions to reach it. For example, if getting
  an education is important to you, you will make
  the difficult decision to do your homework
  instead of going out with your friends.

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HOW TO TELL A STORY

• Begin by introducing the characters.
• Tell when and where the story takes place.
• Tell about a problem the character has.
• Tell what happens next.
• Tell how the problem gets solved and end the
  story.

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BUILD LANGUAGE AND VOCABULARY

• Please turn to page 144 of your TEXTBOOK.
• Listen to the tale The Rooster and the Jewel.
  This is a Vietnamese tale about a rooster who
  learns what matters most to him.

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ADD DETAILS TO A STORY
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PRACTICE!

• Please turn to page 64 of your PRACTICE BOOK.

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Ginger for the Heart

• Level B, Unit 3

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SELECTION INFORMATION

• TITLE Ginger for the Heart
• AUTHOR Paul Yee
• Paul Yee grew up in Chinatown in Vancouver,
  British Columbia, Canada, where he felt caught
  between two worlds. His stories are a mix of
  history and imagination. The Chinese folk tales
  he heard as a child blend with his true accounts
  of Chinese immigrants contributions to settling
  North America.

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GENRE

• HISTORICAL FICTION Historical fiction is usually
  set in the past in a real time and place. Mane
  of the characters and events are based in
  reality, while others may be invented by the
  author. This story takes place in Chinatown, San
  Francisco during the 19th century.

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THEME CONNECTION

• When Yenna and her young man discover what
  matters most to them, they overcome all obstacles
  to make their dream come true.

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SELECTION SUMMARY

• Yenna and a young man fall in love. Before he
  leaves on a journey, she gives him a ginger root
  to remind him of her. When he returns four years
  later, they are both amazed that the ginger has
  remained firm and fragranta symbol of their love
  and devotion. They learn that what means the
  most to them is always being together.

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BACKGROUND INFORMATION

• When word of gold in California reached China at
  the end of the 19th century, many young men
  emigrated. Some looked for gold others opened
  laundries and stores around San Francisco. Later
  they sent for their wives and children to join
  them.

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PURPOSE

• As we read, we will
• Look for details that show how Yenna and the
  young man meet and how they feel about each
  other.
• Notice what happens while the young man is away
  in the gold fields.
• Find out if Yenna and the young man achieved
  their goals.

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SELECTION VOCABULARY
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CRAFTSMANSHIP

• skill or ability to do special work

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DEBT

• money that is owed to another person

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EPIDEMIC

• sickness or disease that affects most of the
  people in a place

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GARMENT

• piece of clothing

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GINGER ROOT

• part of ginger, a spice plant, that gowns
  underground

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GOLD FIELD

• place where gold is found

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MERCHANT

• person who sells things to make money

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MINER

• worker who digs in the earth for minerals

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TAILOR

• person who makes and mends clothes to earn money

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TOWER

• tall and narrow structure or building

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PRACTICE!

• Please turn to page 65 of your PRACTICE BOOK.

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READING STRATEGY

• HOW TO RELATE GOALS AND
• OUTCOMES
• Look for what the people want to do.
• Pay attention to the actions they take to reach
  their goals.
• Predict the outcome. Then see if the outcome at
  the end of the story matches your prediction.

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RELATE GOALS AND OUTCOMES
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LITERARY ANALYSIS MINILESSON

• DESCRIPTION
• A description gives a clear picture of a person,
  place, or thing. It has sensory words that
  appeal to the five senses. This helps the reader
  visualize the scene.

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PRACTICE!

• Please turn to page 66 of your PRACTICE BOOK.

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PREVIEW READING SELECTION

• Please turn to page 147 of your TEXTBOOK.

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READ ALOUD!

• Friends Are Like That (Daphne Liu)
• Trust is at the very heart of real friendship.
  That is what the friends in this story learn when
  a misunderstanding threatens their special
  relationship.

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DAY 2
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WARM-UP

• Write the definitions of the following
• vocabulary words.
• tailor
• tower
• garment
• ginger root

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LITERARY ANALYSIS MINILESSON

• CHARACTERIZATION AND DIALOGUE
• Dialogue is what characters say to each other.
  It can show what the characters are like and
  explain their actions.
• Most dialogue is set off by quotations marks.
• EXAMPLE I dont want to leave you, but I have
  to see some of the world, Marnie explained.

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PRACTICE!

• Please turn to page 67 of your PRACTICE BOOK.

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LETS READ!

• Please turn to page 147 of your TEXTBOOK.

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BEFORE YOU MOVE ON

• Please answer the questions on pages 149 and 151
  of your TEXTBOOK.

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DAY 3
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WARM-UP

• Write the definitions of the following
• vocabulary words.
• merchant
• miner
• craftsmanship
• epidemic

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GRAMMAR MINILESSON

• ADJECTIVES
• An adjective describes a noun or pronoun.
  Adjectives can tell how many, how much, which
  one, what something is like.
• EXAMPLE The second letter describes the
  important rooms in the grand Empire Hotel.
• A proper adjective comes from a proper noun.
• EXAMPLE The letters bring American history to
  life.

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PRACTICE!

• Please turn to page 69 of your PRACTICE BOOK.

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LETS READ!

• Please turn to page 152 of your TEXTBOOK.

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BEFORE YOU MOVE ON

• Please answer the questions on page 154 of your
  TEXTBOOK.

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LANGUAGE ACQUISITION ASSESSMENT 2

• FUNCTION Tell a Story
• ASSESSMENT Please turn to page 147 of your
  TEXTBOOK and tell a story that happens in
  Chinatown.
• USE adjectives, adverbs, prepositional phrases
• USE VOCABULARY WORDS smart, quickly, before,
  through, around, young

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LANGUAGE ACQUISITION ASSESSMENT RUBRIC
FUNCTION PATTERN STRUCTURE VOCABULARY
4 Student effectively performs the function. Student clearly expresses the targeted pattern/structure in a variety of ways. Student uses a variety of effective vocabulary (5-6 words), including words from the unit.
3 Student performs the function. Student adequately expresses the targeted pattern/structure. Student uses adequate vocabulary (3-4 words), including words from the unit.
2 Student does not adequately perform the function. Student does not adequately express the targeted pattern/structure. Student uses limited vocabulary (1-2 words) or uses vocabulary incorrectly.
1 Student makes no attempt or offers a non-verbal response. Student does not express the targeted pattern/structure. Student makes no attempt to use appropriate vocabulary.
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DAY 4
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WARM-UP!

• Expand these sentences with adjectives.
• Yenna sewed with ______ needles and ______
  thread.
• The ______ man held the _____ ginger in his
  ______ hand.
• Copy this paragraph and add an adjective in each
• blank.
• The ______ streets of Chinatown are interesting
  to see. There are _____ buildings. Some have
  ______ walls and ______ windows. One building
  has a ______ tower with a _______ roof.

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RESPOND TO THE SELECTION

• Sum It Up (Practice Book, p. 68)
• Writing A Story Outcome (Practice Book, p. 70)