LO & SC
Use context clues to determine key - academic words meaning.
Apply using the new vocabulary.
Set the purpose for the reading.
Read with Accuracy, Rate, and Intonation.
Use text features to identify text elements.
Analyze the text and build background Knowledge
Success Criteria
I can
Define and use the new words and differentiate between connotative and literal meaning
Interpret ideas in the text
Identify the purpose of the heading and the subheadings
Analyze information in the text and its purpose.
Learn it
“What’s Your Group ID?”
An Informational Essay
by Kathiann Kowalski
YOU will read and discuss an informational essay
about:
• How teens can benefit from joining groups.
• What some problems might be in joining a group
• As you read, you should underline parts of the text
that you have questions about or find them
confusing.
Learn it
Genre/ Informational Essay
The writer selects, organizes, and analyzes information to
inform readers about the topic.
1. An Information essay can include the following text
features:
2. Attention-grabbing titles and subtitles
3. Text that is broken up into sections with descriptive
headings
4. Photographs and other images, often with captions
5. Quotes from experts and people who have been
interviewed about the topic.
Introduction: Class discussion
Read aloud the title, examine the photo and read the
caption on pages 8–9
Predict:
⮚What do you think this selection will be about?
⮚ What do you see in the photograph?
⮚ What idea do you think the photograph represents?
⮚Use Key Vocabulary words to describe what can u
see.
⮚Caption on p 9: Japanese student volunteers
dance during a workshop in Lima, Peru. They
are in Peru to train new volunteers.
Learn it
Do it
Groups: TASK 1 P: 9
1-Read page 9 to discover the answer to this question.
How are groups beneficial to teens?
2- Underline parts of the text that you have questions about,
or you find confusing.
Then work with a partner to determine the meaning of
words, phrases, and sentences you underlined.
Discuss the question:
How are groups beneficial to teens?
BACKGROUND p: 9-10
This essay deals with the topic of group psychology.
Psychology is the study of human behavior and the workings of the
human mind.
Group psychology focuses specifically on how people interact with
others in groups, whether those groups are:
• small classroom study groups
• sports teams
• Businesses
• cultural groups.
What do the idioms, or phrases,“fit in” and
“losing yourself "mean? P:8–9
“fit in” = to feel like you belong and are accepted.
“Losing yourself” =acting in ways that go against your own personality and values.
Rally Robin:
How can you feel accepted by a group without giving up your identity?
What does the author identify as the benefits of peer groups for teens?
Do it
What do the idioms, or phrases,“fit in” and
“losing yourself "mean? P:8–9
“fit in” = to feel like you belong and are accepted.
“Losing yourself” =acting in ways that go against your own personality and values.
How can you feel accepted by a group without giving up your identity?
Do it
What does the author identify as the benefits of peer groups for teens?
✔Peers share fun experiences and like you for yourself.
✔They give emotional support because they care about you and understand what you are going
Answers behind
through.
✔ They can provide understanding and help during tough times
Make Connections: Change the pair
Do it
The word ID in the title of the essay “What’s Your Group ID?”is an abbreviation of the word
identification.
An identification card or other document proves the identity of a person with a photo and
some basic information: name, address….. ( Emirates ID)
The author states that “belonging to a group also helps define one’s identity.”
How does the quotation from an expert, psychologist Steven G. Little, support this idea?
What does he mean when he says, “We do not function in isolation”?
Key: Make Connections
Do it
The word ID in the title of the essay “What’s Your Group ID?”is an abbreviation of the word
identification.
An identification card or other document proves the identity of a person with a photo and
some basic information: name, address….. ( Emirates ID)
The author states that “belonging to a group also helps define one’s identity.”
How does the quotation from an expert, psychologist Steven G. Little, support this idea?
“We are social beings, and we do not function
in isolation…. Virtually everything we do
Answer Behind
involves some sort of social system.”
What does he mean when he says, “We do not function in isolation”?
People do not exist apart from others; even if they live alone, they exist as part of a larger group,
whether it is a family, a community, a culture, or a country.
Because we are social creatures, we cannot define our identity without considering ourselves in
relation to other people.
Solo: What does “social competence” mean? Lines
27-30
Own it
pp. 10–11
I see that ________________________
Now I understand that __________________
The author says it is “the ability to understand and get along with
others.”
“it helps people build family relationships, make successful careers,
and deal with all the challenges of being an adult”.
So, social competence is essential to becoming a successful adult.
Build Comprehension p: 10–11
Own it
Solo: Reread lines 22–26.
What does psychologist Steven G. Little mean when he says,
“We in essence define ourselves by who we are in relationship to
others”?
Possible Response
Feeling that we fit in with a group of people we value, gives us a sense
of belonging and social identity
“Why Cliques May Not Click.”
Own it
A clique is “a small, exclusive group of people, united by common interests or
views, who keep out anyone they do not approve of.”
It is a “closed” group—a group that is not welcoming to outsiders.
Group 1: Why do teens who are accepted in cliques still feel pressure?
1.
2.
3.
4.
They are always worried about being rejected by the group for not conforming
to its rules.
They might do something wrong, like go beyond their accepted role in the
group.
They may also feel conflict by being part of a group that keeps them from
making other friends.
They may be pressured into joining the group to do things they don’t really
want to do, like bullying other people.)
Connotative Words /“Why Cliques May Not Click”
Many of the words we use often have two different levels of meaning:
denotative meaning=the literal or dictionary definition
connotative meaning=positive, neutral, or negative associations we make with the word.
Example
scent, smell, and odor all have a similar meaning.
• scent has a positive connotation
Own it
• smell a neutral one
• odor a negative connotation
HW
Find definitions of the following words and terms from “Why Cliques May Not Click”
and tell whether each term has a positive, neutral, or negative connotation and why.
cliques - in crowds - trendsetters -followers -excluded -conform - outsiders – peer- pressure
“Why Cliques May Not Click.”
Own it
Group 2: Reread lines 45–53.
What makes a clique a “negative clique”?
In a negative clique, group members are rejecting of others and say or do
things that make those who are not in the group feel like they are not
wanted.
A negative clique may force members to change their personalities in
order to be accepted.
Group 3: Relate to Personal Experience (lines 52–
53)
Do you agree with the statement:“If you have to change the way you act around
people in order for them to like you, then they really aren’t your friends.”
Peer pressure can set off deep and painful conflicts Sometimes individuals can be
caught between their own conscience and something a group demands that they
don’t agree with. Part of them might be afraid of losing membership in the group,
but they cannot feel good about themselves if they act against their own values
and feelings.
Do you agree that peer pressure can force teens to make uncomfortable or
difficult choices between staying with a group or holding on to their own
standards and values?
Own it
Own it
Group 4: Share examples of peer pressure from your own lives, or you
may cite books you have read or TV shows or movies you have seen
where a young person must choose between acceptance by a group
and self acceptance because the group wants to do things the
character finds wrong.
The selection deals with identity and belonging in groups and having to
change who one is in order to be accepted in a group means that there
is no real acceptance or belonging.
Group 5: Build Comprehension/“The Gift of Friendship”
p. 12–13
Make Predictions: lines 57–65
What do you predict you will read about in the section?
Own it
Read this section to verify or adjust your prediction.
Draw Conclusions: Reread lines 61–65.
Why might it be hard to admit that people in a group you belong to are not really your friends?
It is not easy to accept that people you thought they were your friends have shown they do
not understand or care about you.
For example, they try to get you to do things that are wrong and go against your values.
You feel betrayed and misunderstood, and even though you know they are not true friends,
you feel rejected. You also feel like you have wasted time you could have spent on making true
friends.
Group 6: After reading lines 66–103Own it
The idioms fitting in and going along in lines 67–68.
Use context to determine the meanings of fitting in and going along.
Cite Evidence What actions does the author recommend you take to become
“your own best friend”?
exercise, eat right, get enough sleep, do things you enjoy, share your talents with
others, view life with a positive outlook
What will be the result of doing these things?
You will like yourself more, and the more you like yourself, the more confident
you will be in a group. Confidence makes you more appealing to potential friends.
Group 1&3:lines 89–103.
Own it
1. Why is it important to explore friendships with a variety of people?
Not everyone you try to be friends with will want to be your friend. Putting all your
attention on one friend can be stifling for both of you. You will have a wider circle
of friends if you reach out to more people.
2. Why does the author say “don’t force it”?
Trying too hard to fit in with a group may cause you to lose yourself. Group
friendships can’t be forced. They occur naturally when you are being yourself and
sharing similar interests.
3. How do you find people who share your interests?
Go beyond the social life at school to find clubs, sports, volunteer organizations,
and other kinds of groups where you can meet like-minded people. The more
groups you try, the more likely you are to find one that accepts you and is
rewarding.
Group 2&4:Build Comprehension (Text Features)
Student’s Book, pages 14–15
Own it
“Fitting In vs. Blending In.”
“vs.” = “against” or “in contrast to.”
Read lines 104–149
Then, look at the photograph and read the caption on page 14.
What connection can you make between the photo and the text on this page?
The photo shows _____________________
The text says ________________
Together, the text and photo make the connection that ________________
Group 5&6: Use Context Clues What kind of context clue tells you what “cookiecutter people” are? (line 124)
(an antonym, is presented in lines 124–125: “They’re all individuals.” So, “cookiecutter people” are the opposite of individuals; instead, they’re all alike.)
a cookie cutter is a tool that bakers use to cut cookie dough into identical shapes,
such as circles, crescent moons, or stars.
“Cookie cutter” is an idiom that means “all the same.” It can be applied to people,
buildings, designs, and other things that are judged to be boring or dull if they are
identical.
Own it
Solo: “Celebrate the Differences”
Own it
What does the author say about the kinds of differences that may
occur in groups?
Individual differences, such as personality; differences in interests;
differences in liking or disliking other members of the group
Which differences would be the most likely to affect them negatively in
a group.
Some individual will be most affected by group members they dislike,
while others will be most affected by differences in shared interests.
EXTENSION Make Connections/HW
Own it
What do you do to be your “own best
friends.”
Make a list of some daily and weekly
routines that support your health, build
your confidence, and keep you positive.
Own it
HW/ OPTIONAL
(Home Connection Family Interview )
Most people have had some exposure to cliques, especially in school settings.
Ask your (parents, older siblings, and other older relatives) about any memorable
experiences they have had with cliques, whether it was a positive experience like
being a member of one, or a negative experience like being rejected, harassed, or
put down by members of a clique.
If your family member is comfortable sharing a story about an experience with a
clique, interview him or her.
• Ask for examples of what united the clique?
• How was the clique viewed by other people?
• How the clique acted toward outsiders, and what effect the clique had on the
interviewee?
• Report your findings to the class, with the interviewee’s permission.
Cross Curricula:
•
•
•
The lesson relates to topics covered
previously in ESS ( World regions)
My identity: Belonging promotes our
identity.
Global Citizenship: “We are social
beings, and we do not function in
isolation,” explains psychologist TB P
9
Own it
Plenary:
Do you agree that you should
not reveal if there’s someone
in your group that you don’t
particularly like? Why or why
not?