Transcript HPB_U3_TE168

DAY 1
WARM-UP!
Copy and answer the following questions using
complete sentences.

What does “Toward a Better Future” mean to
you?

What are some things you hope for in the
future?

What can you do to work toward these
things?
THEME 2
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THEME 2: Toward a Better Future
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Courage and determination can help build a
better future.
THEME ACTIVITY
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Please turn page 168 of your TEXTBOOK.
Look at the picture and discuss the following
questions with your group members:
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Of what kind of better future might these
graduates be thinking?
What kinds of decisions have they made to help
them achieve their goals?
THEME 1 GUIDING QUESTIONS
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Who are the people that you admire for
reaching their goals? Explain how they did it.
What does it take to reach an important goal?
What decisions can you make to build a
rewarding future for yourself?
KEYPOINT #1
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We may have family members or friends who
changed their lives for the better. They may
have overcome illness or some other difficulty,
put themselves through school, or achieved
success in their work or profession.
KEYPOINT #2
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Reaching a goal takes knowledge, skill,
courage, perseverance, and hard work.
KEYPOINT #3
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Getting a good education, staying healthy, and
cultivating networks all can contribute to
building a rewarding future. Decisions that
lead to these qualities include: staying in
school, learning as much as you can, eating
right and getting exercise, meeting people who
can serve as guides.
HOW TO DESCRIBE
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Name something: the pioneers
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Tell more: The brave pioneers are going west
in their wagons.
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Use sensory words: The wooden wagons
bumped along the rough roads.
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Compare it to something: The wagons moved
slowly, like turtles that also carry their homes
on their backs.
BUILD LANGUAGE AND
VOCABULARY
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Please turn to page 170 of your TEXTBOOK.
Study the painting. Then read the quotation.
Answer the following questions:
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What do you think the future holds for these
people?
Where are the pioneers?
Where are they going?
What is their dream?
What do their hope for?
LEARN ABOUT COMPLEX
SENTENCES
PRACTICE!

Please turn to page 79 of your PRACTICE
BOOK.
“The Great Migration”
Level B, Unit 3
SELECTION INFORMATION
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TITLE: “The Great Migration”
AUTHOR: Jacob Lawrence
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When he was thirteen, Jacob Lawrence moved
with his family to New York City. He began
taking art lessons after school. He decided then
that he wanted to use painting to tell the history
of African Americans. In his long career, Jacob
Lawrence has created many paintings of
famous African Americans such as Frederick
Douglass and Harriet Tubman. He was an art
professor at the University of Washington
before he retired.
GENRE
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ESSAY: “The Great Migration” includes ideas
and opinions of the author as well as some of
his painting.
THEME CONNECTION
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The essay is about African Americans who
dream of a better life and move north during
World War I.
SELECTION SUMMARY
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It is 1916. Segregation divides the South.
Living conditions are difficult for all
southerners, but especially for blacks. Many
African Americans travel north in search of a
better life. This chapter of American history,
known as the “Great Migration,” inspired
painter Jacob Lawrence to tell the story of this
journey.
BACKGROUND INFORMATION
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Between 1890 and the 1960s the African
American population in the United States
moved from being 96% in the South to 90%
outside the South.
PURPOSE
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As we read, we will:
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Find out what the great migration was and what
Jacob Lawrence wanted to show in his
paintings.
Find out what the conditions were like in the
South during the Great Migration.
Look for problems African Americans found in
the North.
SELECTION
VOCABULARY
ADVERSITY
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hard times, difficult situation
EXODUS
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move of a very large number of people from an
area
MIGRATION
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move from one place to another by a group of
people
NEWCOMER
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person who has recently come to an area
POPULATION SHIFT
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change in the number of people living in a
certain area
REPLACE
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put one thing in place of another
SEGREGATION
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separation of one group of people from
another
SHORTAGE
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too small a number of amount
TRIUMPH
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success, victory
PRACTICE!
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Please turn to page 80 of your PRACTICE
BOOK.
READING STRATEGY
HOW TO MAKE COMPARISONS
1. Preview the selection by looking at pictures,
captions, and headings. Decide what you
want to compare.
2. Set up a comparison chart. Show what you
plan to compare in the headings.
3. Read each part of the selection. Take notes
on your chart.
4. Look over your chart. How are things alike
and different?
HOW TO MAKE COMPARISONS
GRAMMAR MINILESSON (part 1)
COMPLEX SENTENCES
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A complex sentence has one independent clause
and one or more dependent clauses. In some
complex sentences, if introduces the dependent
clause and then introduces the independent
clause.
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EXAMPLE: If I like the painting, then I will buy it.
dependent clause
independent clause
GRAMMAR MINILESSON (part 2)
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An independent clause can stand alone as a
sentence. The dependent clause often begins
with a subordinating conjunction.
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EXAMPLE:
Because many employees went to war,
dependent clause
factories in the North needed new workers.
independent clause
PRACTICE!

Please turn to page 81 of your PRACTICE
BOOK.
MORE PRACTICE!

Please turn to page 83 of your PRACTICE
BOOK.
PREVIEW READING SELECTION

Please turn to page 173 of your TEXTBOOK.
READ ALOUD!
DAY 2
WARM-UP
Create five complex sentences using if and then.
GRAMMAR MINILESSON
PREPOSITIONAL PHRASES
 A prepositional phrase starts with a preposition and
ends with a noun or a pronoun. It includes all the
words in between.
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EXAMPLE: The engineer waved from the speeding
train.
PRACTICE!

Please turn to page 82 of your PRACTICE
BOOK.
LET’S READ!
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Please turn to page 173 of your TEXTBOOK.
BEFORE YOU MOVE ON…
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Please answer the questions on pages 175
and 178 of your TEXTBOOK.
DAY 3
WARM-UP
Copy these sentences and add details by
inserting prepositional phrases.
1.
Many families moved __________________.
2.
They traveled north ___________________.
3.
Many migrants arrived _________________.
4.
Life was hard ________________________.
5.
The children could go __________________.
GRAMMAR MINILESSON (part 1)
PHRASES AND CLAUSES
 A phrase is a group of related words without a
subject and a verb.
 A clause is a group of words with a subject and a
verb.
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Phrase: in the South
Independent clause: My family left the South.
Dependent clause: because life was hard
GRAMMAR MINILESSON (part 2)
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Clauses can be combined to form compound
sentences and complex sentences.
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Compound: My family lived in the South, but
we moved to Pittsburgh.
Complex: We left the South because life was
hard.
PRACTICE!

Please turn to page 85 of your PRACTICE
BOOK.
LET’S READ!

Please turn to page 179 of your TEXTBOOK.
BEFORE YOU MOVE ON…

Please answer the questions on page 180 of
your TEXTBOOK.
LANGUAGE ACQUISITION
ASSESSMENT #3
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FUNCTION: Describe
ASSESSMENT: Choose an image from pages
176-177 and describe what you see using
complex sentences.
USE: because, when, although, since, while,
unless, until, if
USE VOCABULARY WORDS: exodus,
migration, population shift, shortage, adversity
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 (4-5
words), including words from
the unit.
3
Student performs the function.
Student adequately expresses
the targeted pattern/structure.
Student uses adequate
vocabulary (3 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.
DAY 4
WARM-UP!
Write two compound sentences and two
complex sentences.
1.
2.
3.
4.
RESPOND TO THE SELECTION
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Sum It Up (Practice Book, p. 84)
Writing: A Story Outcome (Practice Book, p.
70)