Ask for Information Have newcomer students ask and answer only Who and What questions, omitting the harder Why questions.

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1 INSTRUCTOR: MARKEL DATE: TO SUBJECT AREA: ESL GRADE: 7 & 8 DURATION: 72 MINUTES PER DAY SPECIFIC TOPIC Topic 12 The Northeast MATERIALS OPD for the Content Areas pp Photocopies of Social Studies: People and Places in the Reproducible Collection pp OPD for the Content Areas Workbook pp A large map of the U.S. Pictures of landmarks and features of northwestern states, Topic 12 Picture Cards from the Reproducible Collection CONTENT OBJECTIVES After completion of the lesson, students will be able to: Identify the characteristics of the Northeast LANGUAGE OBJECTIVES After completion of the lesson, students will be able to: Talk about the Northeast with who, what, and why (What do newscasters do?) Read about the industries and landmarks of the Northeast with prepositional phrases Write a paragraph about a news building with who, what, and why Write a paragraph about the news in the Northeast DIFFERENTIATION/MODIFICATIONS Present the Content Partner low-beginning with high-beginning/intermediate students to write sentences about their idea webs with the frames on the board. Ask for Information Have newcomer students ask and answer only Who and What questions, omitting the harder Why questions. Content Reading For Activity B, partner low-beginning with high-beginning/intermediate students to write additional sentences about the idea web in Activity A. Partner newcomer students with more proficient readers. Provide newcomer students with a word bank to talk and write about the picture. Have high-beginning/intermediate students write an additional paragraph about the picture. 1

2 INSTRUCTIONAL PROCEDURES Build background using the instructional routine on p. vi. Present the content vocabulary and partner students to practice their oral language skills using the instructional routine on pp. vi vii. For additional practice of the vocabulary, use Activities A and B of Topic 12 in the Workbook. Use the Workbook instructional routine on p. T-xv. Present the exercise banner and partner students to practice it using the instructional routine on p. vii. For additional practice of the exercise banner, use Activities C and D of Topic 12 in the Workbook. Use the Workbook instructional routine on pp. T-xvi and T-xvii. Use the instructional routine on pp. T-xviii and T-xix for the Pre-reading section of Topic 12 in Social Studies: People and Places. Use the instructional routine on pp. T-xix through T-xx for the Read and Connect section of Topic 12 in Social Studies: People and Places. Use the instructional routine on pp. T-xx through T-xxi for the Post-reading section of Topic 12 in Social Studies: People and Places EVALUATION PROCEDURES Present the Content Assessment Quick Check for Content: Model example sentences. A television is a thing. Have students signal yes (thumbs up) or no (thumbs down). Check that students can identify the characteristics of the Northeast. Content Reading Assessment Quick Check for Language: Collect the sentences and paragraphs to monitor student progress. Check that students can write about the news industry in the Northeast. Instructional Assessment Use the templates on pp. T-xxiv through T-xxvii to monitor student progress. TECHNOLOGY COMPONENT Use the OPD for the Content Areas ipack to: Project the Workbook writing prompt for prewriting activities Project and listen/read along with the Content Reading from the Reproducible Collection Play Countdown as a class for more practice INSTRUCTOR: MARKEL DATE: TO SUBJECT AREA: ESL GRADE: 7& 8 DURATION: 72 MINUTES PER DAY SPECIFIC TOPIC MATERIALS Shadow instructions Pinhole viewer instructions Solar system model 2

3 CONTENT OBJECTIVES After completion of the lesson, students will be able to: Understand the way a solar eclipse occurs Understand how to view the eclipse safely LANGUAGE OBJECTIVES After completion of the lesson, students will be able to: Talk about how to view a solar eclipse safely Read about a solar eclipse and what to expect Write a paragraph about the solar eclipse in a before, during and after format DIFFERENTIATION/MODIFICATIONS Use Reading Skills As other students read, have newcomer students point to the correct phases being read about Have high-beginning/intermediate students write sentences with the frame on the board, then read them out loud. Talk About It Partner low-beginning with high-beginning/intermediate students to write additional questions and answers, then read them out loud. Check Your Understanding Provide newcomer students with a list of identifying words to find and underline in the reading before reading and completing written activities. Partner low-beginning with high-beginning/intermediate students to correct the false sentences and write true ones. Write About It Partner newcomer with low-beginning students to talk about their information before writing. INSTRUCTIONAL PROCEDURES Play shadow games with a flashlight and hands that make various shapes. Build background by previewing showing a video of a solar eclipse. Present the pre reading questions and ask for predictions. Discuss vocabulary-using pictures where appropriate. Pre-teach basic facts about the moon from page 2 of lesson appendix. Read the passage on page 3 to the class. Review and summarize the reading by using the comprehension exercises that provide opportunities to determine true or false and to give short answers. 3

4 Review vocabulary though matching and sentence stems. Identify the important things to remember to safely view a solar eclipse. EVALUATION PROCEDURES Talk About It Grammar review expressing necessity or obligation Check Your Understanding Assessment with a partner and role play Write About It Paraphrase the reading passage. This may be done orally as well. Instructional Assessment Follow instructions to make a solar eclipse viewer, explain written or orally, why we need this. 4

5 Lesson Appendix Solar Eclipses Pre-Reading A. Warm-Up Questions 1. Do you know what a solar eclipse is? 2. What is another type of eclipse? 3. Have you ever seen an eclipse? 4. Why is it dangerous to look at a solar eclipse? 5. What s the difference between a partial and a total solar eclipse? B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on pages 2 and phase 2. illumination 3. momentarily 4. alignment 5. angle 6. spectacular 7. reflect 8. civilization 9. partially 10. demon a) in a position that leans to one side b) not entirely, only partly c) amazing to see d) for a short time e) all in the same position f) the lighting up of something g) a recurring stage in a process h) to throw back light or an image i) an evil spirit j) a stage of cultural development in a specific area 5

6 C. Information Preview Before you learn about solar eclipses, it s useful to know some basic facts about the Moon. The Phases of the Moon 1. Only one side of the Moon, the near side, is visible from Earth. This is because the Moon s rotational period (on its axis) and its orbital period (around the Earth) are practically the same. Since the far side is never illuminated, we don t see it. 2. The amount of illumination that we see as the Moon orbits Earth is called a phase. The Moon has eight phases, beginning with new moon when it is invisible from Earth. As the Moon waxes it becomes more visible. As it wanes, it becomes less visible. It takes about 29.5 days for the Moon to go through all of its phases. This is how we get the word month. Capitalization: When referring to celestial bodies by name in a scientific text, it is common to style them as proper nouns (the Sun, the Moon, Earth) to distinguish them from other suns, moons, etc. In non-scientific texts, these words are typically written as common nouns (sun, moon, earth). Moon phases (new moon, full moon, etc.) are not capitalized. Reading 1. A solar eclipse occurs when the Moon passes between the Sun and Earth and casts a shadow that momentarily blocks out the light. This only happens during a new moon phase. The Sun, Moon, and Earth must also be in alignment. Since the Moon orbits Earth at a slight angle of about five degrees, this alignment is rare. 2. A total solar eclipse is when the alignment is perfect. For a short time, the Moon completely blocks the Sun, and the only light that shines is a fiery glow from the Sun s atmosphere. This spectacular light is called the corona. 3. To experience a total solar eclipse, you have to be in the exact location on Earth that is experiencing the full shadow of the Moon (the umbra). This is called the path of totality. If you are near the edge of the shadow (the penumbra), you will experience a partial solar eclipse. This is when the Sun and Moon are not quite aligned, so only part of the Sun is blocked from Earth. 4. Sometimes the Moon is farther away from Earth and appears smaller in the sky. During this type of eclipse, the Moon won t completely block the Sun but will cast a shadow on its center, leaving a ring of light. This is called an annular solar eclipse. 5. Another type of eclipse is a lunar eclipse. This is when the Earth s shadow blocks the Sun from reflecting o the Moon. A total lunar eclipse only occurs during the full moon phase if the Sun, Moon, and Earth are in perfect alignment. There can be up to four solar eclipses and three lunar eclipses each year. 6

7 6. Long ago, ancient civilizations came up with a variety of reasons why the Sun sometimes disappeared fully or partially. The Chinese blamed a hungry dragon. Native Americans blamed an angry bear. The Greeks considered it a sign from the gods that disaster was coming. People in many parts of the world made loud noises to try to scare away the demons and get the Sun back. Comprehension A. True or False? Read the statements below. If the statement is true, write T beside the sentence. If it is false, write F and correct the information. 1. A solar eclipse occurs when Earth s shadow blocks the Sun. 2. The Moon orbits Earth at an angle of ve degrees. 3. The ring that you see in an annular solar eclipse is called the corona. 4. You can only see a total lunar eclipse during the new moon phase. 5. The ancient Chinese thought a dragon ate the Sun during a solar eclipse. B. Ask & Answer Practice asking and answering the following questions with your partner. Then write your answers in complete sentences in your notebook. 1. What is the reading mainly about? 2. What phase must the Moon be in for a total solar eclipse to occur? 3. What is the difference between a partial solar eclipse and a total solar eclipse? 4. What is the identifying feature of an annular solar eclipse? 5. How does a lunar eclipse occur? 6. Why does the reading mention a bear and a dragon? 7. Why would ancient civilizations bang pots and pans during solar eclipses? 7

8 Vocabulary Review Matching 1. total solar eclipse 2. the path of totality 3. lunar eclipse 4. penumbra 5. new moon 6. corona a) the edge of a shadow b) the location on Earth where a total solar eclipse is visible c) an event where the Moon completely blocks the Sun d) the fiery light of the Sun s atmosphere e) the lunar phase when the Moon is invisible from Earth f) an event where Earth s shadow blocks the Sun from the Moon B. Complete the Sentences Match the scientific words to their descriptions. Use each answer only once. Complete the sentences using vocabulary from page 1. You may need to change the word forms. 1. Seeing the lunar eclipse was a event. 2. I ll be with you. I just have to grab a coffee. 3. The colors from the artwork on the window. 4. You are to blame. You left the door open. 5. The shelf isn t level. It s on an. 6. She s just going through a. All teenagers do. 7. They used fire and smoke to cast out evil. 8. The desks and chairs need to be straight. I want everything in perfect. Discussion 1. Have you ever seen a solar or lunar eclipse? Describe your experience. 2. Are you interested in learning about the science of the universe? Why or why not? 3. Which country (if any) do you think will be next to land on the Moon? When do you predict this will happen? 4. Should schools in the path of totality close for a total solar eclipse? Why might this be a safety precaution? 5. What does it mean when people say, Let s hope Mother Nature cooperates? Why might this expression be used on the day of an eclipse? 8

9 Grammar in Context SOLAR ECLIPSE SAFETY 1. It is always dangerous to look directly at the Sun. You can burn the retinas of your eyes. During a solar eclipse, it is tempting to stare at the Sun because it is a spectacular event and because it feels more comfortable than usual, but staring at the Sun at any time can cause severe eye damage or blindness. 2. To experience a solar eclipse, you must wear protective eye wear. Purchase special glasses that are specifically meant for viewing eclipses. These may be called solar viewing glasses, eclipse glasses, or personal solar filters. 3. You must not view a solar eclipse with the naked eye, and you also must not view one through sunglasses, a camera, binoculars, or a telescope. In addition, you must not use solar viewing glasses with magnifying equipment because solar viewing glasses are not strong enough to protect you when the Sun is magnified. You have to purchase solar filters to safely view a solar eclipse from binoculars or a telescope. 4. The only time it is safe to look up at the Sun without protective eye wear is during the nal stage of a total solar eclipse when the Sun is completely blocked out (totality). You must keep your glasses on until the last bead of light disappears. You don t have to wear your glasses during totality. In fact, you have to take them o or you won t see anything. As soon as the Sun begins to appear again, you must look away or put your protective eye wear back on. 5. Alternatively, you can view the solar eclipse indirectly by making a simple pinhole camera. Grammar Review A. Expressing Necessity or Obligation Use the modals have to, must, must not, and not have to to express necessity or obligation. modal + base verb You have to protect your eyes. You must buy special glasses. You must not use your eclipse glasses with binoculars. You don t have to keep them on during totality.* B. Asking if Something Is a Necessity Use have to to ask if something is a necessity. Q: Do I have to wear these to watch the eclipse? A: Yes, you must. / Yes, you have to wear them. Q: Do I have to keep them on still? 9

10 Assessment Task 1 A: No, you don t. You can take them o now. Work with a partner. Pretend one of you is a parent and the other is a child. The child will ask questions about viewing a solar eclipse. The parent will explain how to do it safely. Perform your role-play for your teacher using the following modals: have to not have to must must not Task 2 For homework, rewrite Solar Eclipse Safety from page 6 in your own words. Alternatively, your teacher may ask you to paraphrase it orally. Use the following modals: have to not have to must must not Task 3 *Note: Remember that not have to means it is not required. Your teacher will share instructions with you on how to make a solar eclipse viewer. Follow the instructions and show your teacher your creation. Try it out! 10