Unit 1 Activities

Audio Transcript Auto-generated

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  everyone. I'm Miss Diana, and this is our very first

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  lesson together.

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  So I hope you check out my previous my unit

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  video, actually, because I do a broad overview of everything

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  you need to expect from Unit one.

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  So I go over the literature lessons we're going to

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  read over the grammar topics of writing assignments and things

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  like that.

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  But for today's lesson, we're just gonna be doing some

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  unit one introduction activities.

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  OK, so we're going to start by filling out our

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  goals now.

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  Goals are a very important thing to create before starting

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  any kind of task.

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  But you may be wondering why Why do we have

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  to do this will figure out how good we are

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  later. I just want to show you this quote because

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  I really believe in this.

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  People with gold succeed because they know where they're going.

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  So if you create a clear image of where you

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  want to be off, how much you want to improve,

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  that just brings you closer to actually reaching that goal.

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  So let's take a look at some of our academic

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  goals for this unit, okay?

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  Reading goals.

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  Well, they're asking us to put a number from 1

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  to 55 being extremely well, one being not at all

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  under this comb, says unit intro.

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  So basically they're saying at the beginning before, um, actually

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  starting the unit, Where are you?

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  A scale of one to fly for you to these

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  bold Where would you place yourself?

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  And then we were done with the unit.

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  At the very end, we're gonna rate ourselves again, and

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  hopefully I'm pretty sure it will be the case for

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  most of you.

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  That number will go.

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  So let's see, for example, reading goals.

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  Do you read and analyze how authors present ideas and

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  express their points of view and different types of texts?

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  Let's say I am a student and I didn't feel

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  like I analyzed how authors present ideas.

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  Very well.

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  Maybe I don't really take note of points of view.

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  I might give myself a three and then hopefully by

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  the end of this unit, after reading all the texts

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  completing all the assignments, the grabber and things like that,

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  I can give myself a higher number.

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  Let's actually take a look at language goals.

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  Do I correctly use common proper and possessive now owns

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  and writing and presentation.

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  Let's say I actually don't know possessive knowns are Maybe

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  I'm unsure of the difference between coppery moment.

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  I give myself a low number like that, and then

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  by the end of the unit, I can give myself

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  a higher number.

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  Hopefully, so in class, you are going to be filling

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  this out.

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  I urge you to be as honest as possible.

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  There's nothing to be ashamed of by giving yourself maybe

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  a lower number in that first column, which is the

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  only one here filling out now because, like we said

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  in this quote, to actually reach your goal, you need

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  to know where you are.

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  You need to be clear.

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  Okay, so that's our first activity of the day.

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  And now let's move on to some academic vocabulary.

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  So basically another thing that I mentioned in the unit

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  opener is that we're gonna be doing nonfiction narrative writing.

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  So academic turns up here in all subjects and can

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  help you read, write and discuss with more precision.

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  You have five academic boards that will be very useful

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  to you in this unit.

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  So basically these air five words that you should know

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  they're going to come up somewhere in the unit.

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  Um, and what they've given us here is a little

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  table with the word and example of the word in

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  a sentence.

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  And we're going to use that example to predict its

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  meaning now, giving a big hint.

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  This is something we do all the time, all the

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  time, using context clues.

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  And that's what we're doing right now.

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  We have a sentence using a word we may not

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  be familiar with, and we're gonna use the rest of

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  the sentence toe.

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  Help us deduce with that.

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  Working means big.

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  Hint. We do it all the time.

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  Okay, let's actually try to fill this out.

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  The word is reflects the sentence that they give us

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  or the mentor sentences.

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  Nathan needs time to reflect on his actions before he

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  apologizes. Okay.

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  Needs time is a clue before he apologizes.

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  Is another clue.

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  I'm gonna I'm gonna predict that Reflect means to think

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  about. Well, look at the second one.

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  Sometimes it's better to stop and reflect on your thoughts

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  before expressing your opinion.

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  Okay? I'm still getting the vibe that it means to

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  think to review about awesome and some related words, of

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  course, that may have reflect, innit?

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  Reflection. Reflective.

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  Okay, next word notable.

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  All right, let's see what they gave us.

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  The museum features of famous paintings off many notable artists.

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  Okay, if it's famous paintings, I'm gonna guess that these

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  artists are also famous for may be important.

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  This everyone the politicians win in their district was a

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  notable success in her campaign for governor, also getting the

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  same impression using context clues that it means importance.

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  Some related words could be noteworthy or notorious.

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  Notorious also means kind of famous and maybe not so

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  great. Herbal weight also contributes.

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  You can contribute to the discussion by voicing your thoughts

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  on the subject using context clues, voicing your thoughts.

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  I'm going to say that it means Joined added my

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  input to okay.

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  Another example.

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  John was asked to contribute a short story to the

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  literary magazine here.

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  My mean again, add to and a related word would

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  be contribution.

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  Recognize she and Brooke did not recognize their cousin because

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  he grew so much OK from that.

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  I can deduce it means notice or identify, and second,

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  when we recognize our veterans by honoring them with a

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  parade, we noticed them.

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  We give them meaning and a similar word would be

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  a recognition.

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  Okay, last one, at least.

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  Memorized. I think we all know what this one means.

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  It's difficult to memorize all of the different grammar rules

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  for foreign language.

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  Okay, Memorize, obviously means, remember.

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  And, um, a similar word would be memory.

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  Another one would be memorable.

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  Okay, so this is another thing we're gonna be doing

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  in class.

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  Just filling up this table, making sure you know how

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  to use context clues.

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  Figure out what these words mean, because we will be

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  saying these words throughout the unit reflect notable, contribute, recognized

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  and normalize.

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  All right, in our last little item for today is

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  a group discussion.

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  So before I read the prompt, we'll check out some

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  guidelines for when we do.

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  Informal with descriptions, informal meaning, not a debate or an

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  interview. You can talk kind of sleepy.

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  An informal discussion is open ended.

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  Participants are free to speak in a more conversational matter

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  when most rules still apply.

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  Speech can be informal, like we said, but should still

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  be polite, dramatic and exclamatory remarks do help emphasize your

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  point of view, but if you use them too much

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  they become less effective.

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  All right, now that we took a look at that

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  will treat the question.

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  Do you think competition should be part of everyone's childhood?

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  OK, so like we said in my unit opener video,

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  which, of course, you're all gonna watch.

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  Um, the theme of this unit is childhood, the challenges

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  that come with childhood and the triumphs that come with

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  childhood. So this discussion is asking about competition within childhood.

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  Do you think competition should be part of everyone's charge?

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  If I were you, I'd pause a video, take down

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  your notes, see what you can come up with.

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  First of all, what do they mean by competition?

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  Competition is things like sports.

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  When you play football, that's competition.

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  Things like a spelling bee.

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  That's competition within, um, household.

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  Maybe your mom will say, OK, whoever finishes cleaning the

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  room first gets Factory D's.

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  That's a competition to So now that we know what

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  it is, try to come up with your opinion.

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  What do you use it?

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  Here's something that I came up with some points from

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  both sides.

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  So I think that competition can sometimes be unhealthy if

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  competition is too important in a child's life.

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  It can lead to jealousy, comparison insecurity.

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  Maybe not in food quality work.

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  If I was your teacher, well, I am.

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  A teacher is high in class, continuously kept saying Whoever

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  finishes first is going to get a piece of candy

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  or a lollipop.

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  I don't know if your quality would be good because

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  you're just rushing and finished because you've become so competitive.

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  So that's one point that I would make.

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  Another point is that it can also encourage you to

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  be better.

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  Sometimes you need that push.

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  You need that competitive, you know, Dr, so that you

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  can really reach your goals.

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  Also, I'd point out that every child is different.

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  So this is a very broad question.

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  They're saying, Do you think competition should be part of

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  everyone's childhood?

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  I might also say, Well, it can be, but it

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  also doesn't have to be.

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  If a child is someone who is very sensitive to

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  competing, maybe you would rather not battle it out.

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  Then maybe it shouldn't be part of their childhood.

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  Okay, those are just some of my suggestions.

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  I'm actually I'm pretty sure that you guys can come

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  up with some better ones.

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  All right, so in our next lesson, we will move

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  on to the launch text