Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Copy of Newsela Around the World Template
Transcript of Copy of Newsela Around the World Template
Rick Knecht, an anthropologist from Scotland, along with teams of volunteers from Quinhagak and around the world, excavated Yup'ik artifacts from a prehistoric village site during a dig that started in 2009. They uncovered over 8,000 artifacts. Many of them were wooden; wooden artifacts are very rare, however, because they decompose so quickly.
I think this is newsworthy because the people discovered artifacts that are extremely rare. Maybe it will help us learn more about prehistoric Yup'ik life.
Main idea (using 5 W's) with supporting details:
Why I think this is newsworthy or important:
14 Cows for America
METHODS OF TEACHING ESOL
ESOL LEVEL 2
Language Arts & Social Studies
1. Introduction of vocabulary.
2. Make predictions
3. Create an inquiry board.
4. Answer and collect inquiry question
5. Play vocabulary matching game.
1. Introduction of vocabulary.
2. Students will draw a map of their country of birth.
3. Students will identify the seven continents and five oceans on a world map.
4. Students will play a bean bag toss game on a floor map.
1. Vocabulary development.
2. Create vocabulary flip book.
3. Identify story elements using a graphic organizer.
4. Model and complete activity in groups.
1. Learn the vocabulary directly with pictures.
2. Students will locate US in America and Kenya in Africa.
3. Identify the national symbols of these two countries.
4. Using circular staggered cut-outs, students will identify where they are.
1. Vocabulary development using contextual clues and text features.
2. Complete K.I.M. voc. chart.
3. Develop understanding of theme using voc. words.
4. Complete chart.
1. Watch a video about New York and Kenya.
2. Read the story "Maasai and I" out loud with the teacher.
3. Students will do a classwork assignment called "Cool country report" about US and Kenya.
4. Present an oral presentation about one of the two countries.
Students will identify the main idea and characters' traits using author's toolbox worksheet.
1. Research online the cultural differences between the Maasai and the Americans.
2. Watch a video about the Maasai and American to find their cultural differences.
3. Work in groups in order to make a list of similarities and differences between the two cultures.
4. Complete a foldable activity with the information learned in class.
1. Students will go on a web quest to research on the Maasai people.
2. Take vocabulary test.
To give relief from a painful or difficult situation.
The mother tried to comfort her sick and crying baby.
Sharing in another’s suffering leading to a desire to help.
Kimeli felt great compassion towards the people of the United States.
Being a friend; friendly feelings.
The Maasai and the United States share a special friendship.
To set apart or separate so as to be alone.
Their home is isolated in the plains of Kenya.
A people living under its own independent government.
The United States is a great nation.
A person or animal that moves from place to place with no fixed home.
The Maasai were nomadic people.
Far from towns or human settlement
The Maasai live in a remote village in Kenya.
Shown great respect.
The cow is a sacred animal to the Maasai people.
An injury to one’s feelings.
The American people felt deeply wounded by the events of 911.