RE osaic .1 WRITING '-i- Meredith Pike-Baky Laurie Blass Teacher's Edltton by Meredith Pike-Baky I I .~'> •••• Mosaic 1 Writing Teacher's Edition with Tests, Silver Edition Published by McGmw-HiII ESUELT, a business unit oCThe McGraw-Hill Companies, :~ Inc. 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be ., reproduced or distributed in any fonn or by any means, or stored in a database or retrieval system, without the prior written consent oCThe McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. ISE ISBN 13: 978-0-07-126022-0 (Teacher's Edition) ISE ISBN 10: 0-07-126022-6 (Teacher's Edition) 1 2 3 4 5 6 7 8 9 10 CTF MPM 20 09 08 07 Cover photo: David Samuel Robbins/Corbis Printed in Singapore INTERNATIONAL EDITION ISBN: 0-07-126022-6 Copyright © 2007. Exclusive rights by The McGraw-Hill Companies, Inc. for manufacture and export. This book cannot he re-exported from the country to which it is sold' by McGraw-Hill. The International Edition is not av~]e in North America II McGraw-Hili www.esl-elt.mcgraw-hill.com "", McGraw Hill (on'IJame, ",';';,' ~ ~ ......... !: ." " .\, ... Introduction Welcome to the Teacher's Edition iv ~he Interactions/Mosaic Silver Edition Program " .. v Best practices ' vii Student Book Teaching Notes and Answer Keys Chapter D New Challenges 2 Chapter fI, cooperation and Competition 16 Chapter II Relationships 30 Chapter D Chapter II Chapter II Chapter fJ Chapter II Chapter B Chapter ;:m Health and leisure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 High Tech, low Tech " 58 Money Matters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 72 Remarkable Individuals 84 Creativity 98 Human Behavior 112 Crime and punishment 124 Black Line Masters BLM 1 Chapter Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1 . Chapter Test Answer Keys T23 Placement Test. '.' . " T25 Placement Test Answer Keys T31 ,.. •• Mosaic 1 Writing Teacher's Edition iii The Teacher's Edition of Interactions/Mosaic Silver Edition provides support and flexibility to teachers using the Interactions/Mosaic Silver Edition IS-book academic skills series. The Teacher's Edition provides step-by-step guidance for implementing each activity in the Student Book. The Teacher's Edition also provides expansion activities with photocopiable masters of select expansion activities, identification of activities that support a Best Practice, valuable notes on content, answer keys, audioscripts, end-of-chapter tests, and placement tests. Each chapter in the Teacher's Edition begins with an overview of the content, vocabulary, and teaching goals in that chapter. Each chapter in the StudentBook begins with an engaging photo and related discussion questions that strengthen the educational experience and connect students to the topic. • Procedural Notes The procedural notes are useful for both experienced and new teachers. Experienced teachers can use the bulleted, step-by step procedural notes as a quick guide and refresher before class, while newer or substitute teachers can use the notes as a more extensive guide to assist them in the classroom. The procedural notes guide teachers through each strategy and activity; describe what materials teachers might need for an activity; and help teachers provide context for the activities. • Answer Keys Answer keys are provided for all activities that have definite answers. For items that have multiple correct answers, various possible answers are provided. The answer key follows the procedural note for the relevant activity. Answer keys are also provided for the Chapter Tests and the Placement Tests. iii Expansion Activities A number of expansion activities with procedural notes are included in each chapter. These activities offer teachers creative ideas for reinforcing the chapter content while appealing to different learning styles. Activities include games, conversation practice, presentations, and projects. These expansion activities often allow students to practice integrated language skills, not just the skills that the student book focuses on. Some of the expansion activities include photocopiable black line masters included in the back of the book. • Content Notes Where appropriate, content notes are included in the Teacher's Edition. These are notes that might illuminate or enhance a learning point in the activity and might help teachers answer student questions about the content. These notes are provided at the logical point of use, but teachers can decide if and when to use the information in class. " Chapter Tests Each chapter includes a chapter test that was designed to test the vocabulary, reading, writing, grammar, andlor listening strategies taught in the chapter, depending on the language skill strand being used. Teachers can Simply copy and distribute the tests, then use the answer keys found in the Teacher's Edition. The purpose of the chapter tests is not only to assess students' understanding of material covered in the chapter but also to give students an idea of how they are doing and what they need to work on. Each chapter test has four parts with items totaling 100 points. Item types include multiple choice, fill-in-the blank, and true/false. Audioscripts are provided when used. • Black Line Masters (Photocopiable Masters) Each chapter includes a number of expansion activities with black line masters, or master worksheets, that teachers can copy and distribute. These activities and black line masters are optional. They can help reinforce and expand on chapter material in an engaging way. Activities include games; iv MosaiC 1 Writing Teacher's Edition ••• conversation practice; working with manipulatives such as sentence strips; projectsiand presentations. Procedural notes and answer keys (when applicable) are provided in the Teacher's Edition. • Placement Tests Each of the four language skill strands has a placement test designed to help assess in which level the student belongs. Each test has been constructed to be given in under an hour. Be sure to go over the directions and answer any questions before the test begins. Students are instructed not to ask questions once the test begins. Following each placement test, you'll find a scoring placement key that suggests the-appropriate book to be used based on the number of items answered correctly. Teachers should use judgment in placing students and selecting texts. The Interactions/Mosaic Silver Edition Program Interactions/Mosaic Silver Edition is a fully-integrated, IS-book academic skills series. Language proticiencies are articulated from the beginning through advanced levels within each of the four language skill strands. Chapter themes articulate acrO$? the four skill strands to systematically recycle content, vocabulary, and grammar. • Reading strand Reading skills and strategies are strategically presented and practiced through a variety of themes and reading genres in the five Reading books. Pre-reading, reading, and post-reading activities include strategies and activities that aid comprehension, build vocabulary, and prepare students.for academic success. Each chapter includes at least two readings that center around the same theme, allowing students to deepen their understanding of a topic and command of vocabulary related to that topic. Readings include magazine articles, textbook passages, essays, letters, and website articles. They explore, and guide the student to explore, stimulating topics. Vocabulary is presented before each reading and is built on throughout the chapter. High-frequency words and words from the Academic Word List are focused on and pointed out with asterisks (*) in each chapter's Self-Assessment Log. • listening/Speaking Strand A variety of listening input, including lectures, academic discussions, and conversations help students explore stimulating topics in the five Listening/Speaking books. Activities associated with the listening input, such as pre-listening tasks, systematically guide students through strategies and critical thinking skills that help prepare them for academic achievement. In the Interactions books, the activities are coupled with instructional photos featuring a cast of engaging, multi-ethnic students participating in North American college life. Across the strand, lectures and dialogues are broken down into manageable parts giving students an opportunity to predict, identify main ideas, and effectively manage lengthy input. Questions, guided discussion activities, and structured pair and group work stimulate interest and interaction among students, often culminating in organizing their information and ideas in a graphic organizer, writing, and/or making a presentation to the class. Pronunciation is highlighted in every chapter, an aid to improving both listening comprehension and speaking fluency. Enhanced focus on vocabulary building is developed throughout and a list of target words for each chapter is provided so students can interact meaningfully with the material. Finally, Online Learning Center features MP3 files from the Student Book audio program for students to download onto portable digital audio players. • Writing strand Activities in each of the four Writing books are systematically structured to culminate in a Wr"iting Product task. Activities build on key elements of writing from sentence development to writing single ••• Mosaic 1 Writing Teacher's Edition V • paragraphs, articles, narratives, and essays of multiple lengths and genres. Connections between writing and grammar tie the writing skill in focus with the grammar structures needed to develop each writing skill. Academic themes, activities, writing topics, vocabulary development, and critical thinking strategies prepare students for university life. Instructional photos are used to strengthen engagement and the educational experience. Explicit pre-writing questions and discussions activate prior knowledge, help organize ideas and information, and create a foundation for the writing product. Each chapter includes a self-evaluation rubric which supports the learner as he or she builds confidence and autonomy in academic writing. Finally, the Writing Articulation Chart helps teachers see the progression of writing strategies both in terms of mechanics and writing genres. • Grammar Strand Questions and topical quotes in the four Grammar books, coupled with instructional photos stimulate interest, activate prior knowledge, and launch the topic of each chapter. Engaging academic topics provide context for the grammar and stimulate interest in content as well as grammar. A variety of activity types, including individual, pair, and group work, allow students to build grammar skills and use the grammar they are learning in activities that cultivate critical thinking skills. Students can refer to grammar charts to review or learn the form and function of each grammar point. These charts are numbered sequentially, formatted consistently, and indexed systematically, providing lifelong reference value for students. • Focus on Testing for the TOEFL" iBT The all-new TOEFL® iBT Focus on Testing sections prepare students for success on the TOEFLGlI iBT by presenting and practicing specific strategies for each language skill area The Focus on Testing sections are introduced in Interactions 1 and are included in all subsequent levels of the Reading, Listening/Speaking, and Writing strands. These strategies focus on what The Educational Testing Service (ETS) has identified as the target skills in each language skill area. For example, "reading for basic comprehension" (identifying the main idea, understanding pronoun reference) is a target reading skill and is presented and practiced in one or more Focus on Testing sections. In addition, this and other target skills are presented and practiced in chapter components outside the Focus on Testing sections and have special relevance to the TOEFL- iBT. For example, note-taking is an important testtaking strategy, particularly in the listening section of the TOEFL® iBT, and is included in activities within each of the ListeninglSpeaking books. All but two of the InteractionsIMosaic titles have a Focus on Testing section. Although Interactions Access Reading and Interaction Access Listening/Speaking don't include these sections because of their level, they do present and develop skills that will prepare students for the TOEFL® iBT. • Best Practices In each chapter of this Teacher's Edition, you'll find Best Practices boxes that highlight a particular activity and show how this activity is tied to a particular Best Practice. The InteractionsIMosaic Silver Edition team of writers, editors, and teacher consultants has identified the following six interconnected Best Practices. * TOEFL is a registered trademark of Educational Testing Services (ETS). This publication is not endorsed or approved by ETS. vi Mosaic 1 Writing Teacher's Edition •• • Best Practices Each chapter identifies at least six different activities that support six Best Practices, principles that contribute to excellent language teaching and learning. Identifying Best Practices helps teachers to see, and make explicit for students, how a particular activity will aid the learning process. ~king Use of Academic Content Materials and tasks based on academic content and experiences give learning real purpose. Students explore real world issues, discuss academic topics, and study content-based and thematic materials. [!]rganizing Information Students learn to organize thoughts and notes through a variety of graphic organizers that accommodate diverse learning and thinking styles. llcaffolding Instruction A scaffold is a physical structure that facilitates construction of a building. Similarly, scaffolding instruction is a tool used to facilitate language learning in the fonn of predictable and flexible tasks. Some examples include oral or written modeling by the teacher or students, placing information in a larger framework, and reinterpretation. Bctivating prior Knowledge Students can better understand new spoken or written material when they connect to the content. Activating prior knowledge allows students to tap into what they already know, building on this knowledge, and stirring a curiosity for more knowledge. Dnteracting with others Activities that promote human interaction in pair work, small group work, and whole class activities present opportunities for real world contact and real world use of language. [iultivating Critical Thinking Strategies for critical thinking are taught explicitly. Students learn tools that promote critical thinking skills crucial to success in the academic world . • •• Mosaic 1 Writing Teacher's Edition vii In this chapter, students practice talking, reading, and writing about first impressions. They begin by reading postcards about other people's first impressions of places around the world. They learn and practice vocabulary and expressions for describing people, places, and things and they generate information questions in order to collect information about impressions in an interview. Students learn the purpose and structure of a paragraph, and they practice identifying and writing topic sentences. They learn to write a well-developed paragraph through a step-by-step activity. Then they write a paragraph about first impressions on their own. Finally, students are introduced to using a holistic rubric and self-assessment checklist to review and evaluate their writing and the activities they completed. : ..... ,:.: Chapter Opener o Point out the chapter title, "New Challenges." Ask students to think of their own past challenges: moving to a new country or starting a new school. o Point out the Genre Focus and Writing Product. Explain that the Product is the writing assignment for the chapter. Tell students to keep it in mind as they work through the chapter. DRead Hazlitt's quotation or call on a student to read it. Explain that we have "first impressions" of people. places. and events. Ask students if they agree with Hazlitt and why or why not. o Have students look at the photo, and ask questions: Where are these people? What are they doing? How do they feel? Have you done this? Ask and answer the questions in "Connecting to the Topic." Chapter Overview Genre FOCus Descriptive Organizing and Developing Your Ideas The Paragraph The TOpic Sentence Writing Product A Paragraph About Your First Impressions of a New Place Critical Thinking Recalling First Impressions Making Inferences Applying Information Questions in an Interview Analyzing paragraphs Analyzing Topic Sentences preparing To Write Talking About Postcard Photos Freewriting About First Impressions Reading: postcards From Around the World Gathering Information: Interview One Person Focus on Testing Focusing Your Paragraph Focusing on words and Phrases Using Descriptive Adjectives Describing Problems practicing Information Questions Evaluating Your Writing Rubric for Writing About First Impressions Self-Assessment log vocabutary Part 1 Getting Started D Talking About Postcard Photos • Best Practice Activating Prior Knowledge In this activity, students talk about places they have already visited to increase background information about places in the photos. This helps students get to know each other and increases interest in the lesson. Asking students about their prior knowledge makes them more active and engaged learners. a Have students look at the postcard photos and describe what they see. Briefly share your related travel experiences then ask students about places they have visited. Make a list on the board of vocabulary students use. a Put students in pairs or groups to complete the activity. a Have students compare answers with other pairs or groups. a Ask a few volunteers to share their answers with the class. EXPANSION ACTIVITY • Bring in postcards of your City. Invite students to bring photos or postcards of their home countries, regions, or towns to share with classmates. This is a good way for students to get to know each other and you. • Bring in a map of the world or a globe and point out different places in the world. Have students indicate where they have been. • Talk about styles of postcards (black and white vs. color, square vs. rectangle, modern vs. old-fashioned/traditional) and ask questions: Which do you prefer? Do you send postcards or communicate by email? (This question is revisited in Preparing to Read.) Will people use postcards in ten years? 4 Chapter 1 ••• ';' t:.:~··:""~~:-;,:,,~">,,,,~~., >:'" . >- .,.-:-:;""'~: <~-:,:., ;',' .ANSWER,KEY·:",,\; :L,~:pe~#,'~J~}i~~~~R~j.%ij~~:::t{t±·V2"~~··::;f,~;\t·~"1~;~~lE1:j,~1~~'ltI '.'J ;·fhonU.hl~nt ahdlritrn~sf!urJl' l,t()9ri,slattra~~IQn,.'"··~' 3·;i;·~~~~I~?J!,~in~ii,ii~'.~!~>:'~.·~~))i;:~: .. \<~,·Z~:';',~~.~~;~;~~\'.; '3.manY~ople I 11'18 nyj:"r'i'otdrcycles IJo~j)f traffic' . _,'" ··_._::i':''-:,'· fJ Brainstorming About a Photo Best Practice Interacting with Others It'S a good idea at the beginning of the course to give students opportunities to get to know each other. In this activity, students can practice using new vocabulary as they talk to one another. Encourage students to talk! BUSY, noisy, and active classrooms are usually productive learning environments. o If possible, have students bring in a photo or postcard of where they live now or come from. It will be easier for them to write from a photo than from their imagination. a Have students read the instructions. Explain that brainstorming is jotting ideas down quickly, and demonstrate on the board with one of the postcards. o Have students complete the activity. Encourage them to share their descriptions with classmates by allowing them to move freely around the room. o Start a "classroom vocabulary collection" with new words students use. Have students begin their own Vocabulary Notebook and add new words to it throughout the course. • II Freewriting About First Impressions Best Practice Making Use of Academic Content learning to write spontaneously is important for students and is a component of many college freshman English writing programs. Freewriting encourages the thinking process and prepares students for the extemporaneous writing required in most courses. Freewriting takes practice! The following Freewriting activity and others in this book give students ongoing opportunities to build their writing fluency so that they can write "on demand" when asked. Increase the time for Freewriting when your students seem ready. o TeU students they are gOing to describe their first impressions of a place by Freewriting. o Elicit or explain the meaning of Freewriting as continuous writing. The purpose is to generate ideas on paper and learn to write easily. Students should not worry about grammar, spelling accuracy, or even complete sentences but just keep writing. o Students may need help getting started. Encourage them to answer all of the questions to help build their writing fluency. o Try to read every student's writing. Look for strengths and weaknesses and focus instruction on common problems. Encourage students to write in phrases and sentences, rathertnan listing single words. II Preparing to Read A Best Practice Scaffolding Instruction By organizing large assignments into a series of small tasks, students are able to learn and practice the skills and strategies for accomplishing large projects. By reading examples of what students are expected to produce, they gain vocabulary, learn about organization of ideas, and read about ideas they may want to include in their own writing. Scaffolding instruction is especially important in teaching writing because learning to write is so complex. o Have students complete the activity in small groups. If needed, clarify that students first discuss their oral or written descri:ption~" of the photos on page 4. o Have students compare and diSCUSS answers as a class. o If you wish, preview the vocabulary for the reading at the beginning of this section. Have· students generate synonyms and antonyms. Collect new vocabulary in the "classroom vocabulary collection" and have students add new words to their Vocabulary Notebook. o Help students build more background on any of the places featured in the postcards. Bring in guest speakers such as students or teachers from these places, more photos, or music from postcard locations. m Reading: Postcards From ArOllndthe World o Have students read and discuss in pairs the postcards from Bangkok, San Francisco, Mexico City, Tokyo, and Istanbul. o OR, read the postcards aloUd_and have students read along silently. OR, have students take turns reading each postcard in groups •. s .. MOsaiC 1 Writing 5 Part 1 D understanding what You Read A o Put students in small groups to answer the questions. o Guide students to look for important words In the questions that will help them find the correct answers such as notice, two things, kind of people, improve, and problem. o Oiscuss answers to questions by having groups share their answers orally or write them on the board. • Have students write l'I postcard like the ones in Part 1. Copy and hand out Blackline Master 1 "Write Your Own Postcard" on page BLM 1 for students to use. • Guide students to think of someone they want to write and what they want to say. • If possible, bring in·colored pencils, crayons, and stamps. Students can draw stamps and try to make the postcards attractive then display their postcards on the walls in the classroom. areiTlany ji";jt~.;,:.;~.:·there arelQ~Of hil!S,inth~.<;it( .: ..•. .•... . ?'·>~":;'t.··::there are many differenfneighbortlodds' . 6 Chapter 1 ... <.3. Elenathin~tha(people WhO love artwoOlQ. , . likellove¥e~jCOCjty.·:··; :/.. . 4. David 's Japanese wiU improve; ',.: "':\,.:: ~"~l~I'~~~~~~i~'~::~~' Strategy -----_ .. _--------.., Thinking Critically: Making Inferences • Direct students' attention to the Strategy box and read the strategy aloud or have a student read it • Stress that inferring is based on what is not said. • Write these statements on the board and ask volunteers what they can infer from them: • Mary has been studying very hard. • Pierre didn't get much sleep last night. • Eva learns languages fast. • Jonathan did not expect the weather to be so hot. • fJ practicing Making Inferences Best practice Cultivating Critical Thinking: Making Inferences The following activity introduces students to the practice of making inferences. When students make inferences, they are uSing what they already know to make predictions about something that isn't directly stated. This is a good time to introduce the strategy of critical thinking, which helps students become more thoughtful learners in all subjects. o Put students in pairs or groups to complete the activity. [] Have some students share their answers with the class and explain them. II Gathering tnformatlon ~ o Students may need lots of encouragement for ~his activity. As a scaffolding activity, you may want to roleplay an interview to give them practice with each other before they conduct their interviews. o Direct students' attention to actiVity instructions and then to the form on page 10 in their books. Clarify that they use their notes from the interview to complete the form. a Remind students to first jot down new vocabulary and ideas that they might want to incorporate into their writing for questions, notes, and forms. o Have students share their interView·resut'cl· orally in presentations. OR, ifthed~s's IS/large, do a classroom carousel by having students post their forms in class then walk. around the room, reading each other's interview results, o Finally, invite students to compare their interview results to what the postcard writers wrote from Part 1: were impressions similar? ,,,,,' II' •• Mosaic 1 Writing 7 fJ Describing problems • o Students describe problems using sentence frames. o Review the sentences with the class. ~e sure students understand the correlation between the italicized parts of speech and underlined words. o Provide additional examples from your experience if necessary. OR, use the following examples based on the photo: The man is so confused. The man is having trouble with directions. The man can't understand where to go. Many people get lost here. The biggest problem is the language. o Put students in pairs to complete the activity and check their answers. o Have each pair share one sentence with the class. Part 2 D Using Descriptive Adjectives Best Practice Organizing Information Activities such as this will teach students to organize vocabulary items according to categories. This allows students to improve their assimilation and retention of word forms and their meanings. o Review the instructions and the chart with the class. o Note to students that several adjectives can be used specifically and generally. For example, beautiful, exciting, and friendly can describe a particular place or person, or an entire city. o Have students complete the chart. Encourage them to list single adjectives as well as descriptive phrases. o Guide students. to record lots of additional adjectives by brainstorming each category as a class. 8 Chapter 1 ••• strategy Asking and Answering Information Questions • Review the information in the box with the class. • Check understanding by asking questions: What are some information words? Which refer to people? to place? to time? • List the information words on the board. • Elicit examples of simple information questions such as Where is the train station? or How much does this cost? to prepare students for the next activity. II Practicing Information Questions ~ o Have students generate questions in small groups, o Encourage students to list as many questions as they can. This is an opportunity to add to information students gathered in Part 1 by a~king more focused questions. copy and hand out Blackline Master 2 "Practicing Information Questions" on page BLM 2 for students to use to list additional questions. o Each group can share questions with the whole class. EXPANSION ACTIVITY • Instead of having students ask a series of unrelated questions. have students ask a "Une of questions" that tocus' on one topic and go more deeply into the subject. This helps students improve their listening skills and practice responding directly to what the speaker has answered. A "line of questions" looks like this: • Question: What was your first impression? • Answer: Everyone was friendly. I found this place very friendly. • Question: How many people were friendly to you? • An.swer: Oh, I remember meeting three people the first day I arrived. They asked me lots of questions and remembered my name. • Question: When was that? • Answer: That was three months ago. • Question: How long wm you stay here? • Answer: I'll be here for three more months, and then 1'/1 go home. • Notice that every question connects to the previous answer. I] IntervieWing. a Read the directions with students. a Have students use "Call and Response" questions in this interview. a Students will need practice. Roleplay the activity with the class. OR, divide students into small groups to practice interviews. B Listing Useful Words and Expressions a Have students complete the activity independently. OR, if students are having difficulty getting started, have students work in pairs. a Students can add more vocabulary and expressions to their Vocabulary Notebook or to the words they are learning. o Have students sort their words into columns by part of speech: adjectives, nouns, verbs. m Writing From Your InteNiew o Students begin writing a paragraph from interview notes. o Read the directions aloud or have a student read them. o Model the activity. a Use the following example to help students get started: When Nico arrived in California from Taipei City, she was vety happy. She found the weather cold at first. but then it got warmer. She loves the weather now! She says that the people she has met in California are vety kind. Nico's first impressions of California make her feel happy that she chose this place to visit. • •• Mosaic 1 Writing 9 Part 2 fJ Writing About Problems o Students write sentences independently. o Remind them to look back at the chapter to find words and phrases. o Students may need help getting started. Brainstorm problem vocabulary with the class. OR, say and write these example sentences on the board: I didn't understand how to use the key to my apartment when I first arrived. J couldn't understand what people said because they spoke too fast. II Writing About Good Things o Repeat the procedure for Activity 7. o Use the following as example sentences if you choose to provide them: My favorite food is ice cream. It is very delicious here, and there are many flavors. I am very happy to live in a city that is clean and where the people are friendly. 1 0 Chapter 1 ••• Part 3 - The paragraph o In the hierarchy of issues in teaching writing, theparagraph is a good starting point for introducing students to the importance of organizing ideas in academic writing. o Stress to students that paragraphs are extremely important because the entire essay depends on well-constructed and well-ordered paragraphs. o ASk what students know about paragraphs. Ask them why they think paragraphs are important. Provide this information if students don't know. NEW POINTS: PARAGRAPHS AND SENTENCES • Review each point of the New Points box. • list these sentences on the board and ask students if this is a paragraph: James is a good student. He studies hard. He does his homework. He always comes to class. • Stress the grouping of ideas by asking: If a paragraph is "a group of sentences that develops an idea,"what is its shape? • ASk students to draw the shape of a paragraph as follows. Then have a. volunteer rearrange the sentences on the board into a paragraph. • OR, copy and hand out Blackline Master 3 "Writing a paragraph" on page BLM 3. Have each student use the BlM to rearrange the sentences on the board into a paragraph, then share tlieir paragraph with the class. DISCOVERING THE PARAGRAPH • Review with students the example of a paragraph, and the criteria for being a paragraph in New Points on page 14 of the Student Book. • Check understanding. Elicit examples from students of each criterion. • Repeat the procedure for the nonparagraph. NEW POINTS: TOPIC SENTENCES • Introduce the New Points. Go over each point. • Check understanding by asking questions: What is the purpose of a topic sentence? Where is the topic sentence in a paragraph? • Point out that a topic sentence has to be broad enough to be supported through examples and explanation. DISCOVERING TOPIC SENTENCES • Review with students the examples of a topic sentence and a non topic sentence. • Check comprehension. Ask students to explain why each sentence does or does not tell the reader what the paragraph is about. EXPANSION ACTIViTY • Have students explore the paragraph with a scavenger hunt. For a homework assignment, .. ask them to find examples of non academic paragraphs. I • Have students look for paragraphs in brochures, books, magazines, newspapers, or other similar printed material. • Invite students to share the paragraphs they I found when they return to class. I • Point out that the paragraphs they are I learning to write are for academic purposes, I and not all paragraphs follow the same rules. I • Have students share ideas about reasons for the variations. on. Mosaic 1 Writing 11 part 3 ,<;:" '··~,;~'::?;;~':~:;~-:~·;?)·:}{!j~:s£d··a e,nl-~9:ol<",rj'~g~~_;'14~7~'3'" . ,' .• ,;..... ',.:1"" Focusing Your paragraph • Read the information in the box with students, • Check understanding by asking a key question: HOW does a good topic sentence .. _ .. __ = ~~u_~~~~~~!~~r_ essa~~ . __ _J D Recognizing TOpics Sentences ~ o Read the directions aloud or have a students read them. o Have students complete the activity alone then share answers with a partner. o Ask volunteers to share their answers with the class and explain them. fJ Adding Topic sentences • o Students choose the best topic sentence in a multiple choice activity. o Read the directions or have a student read them and review the example. o Students compare answers with a partner. o Ask several students to share their answers with the class. Discuss incorrect choices. 12 Chapter 1 ••• ANSWER KEY· A.3.Direcr~YE!c()ntactftnd:.firlll h~ndsha kes '. <iuring Infro(juctlPrJs:are 'CIJ~tQrnary in North 'America': '.". .:,,' •• '.' r, .',- _~,T' :_,' B.2:BedllJsebeing aVisiforcClnsometimes be lonelyancl difficult; staying With a family can help the person'get comfortable: . C.1,Wh~n.peopl~ moy~.betwe.E!J1(:y1tures, c;erjClinpr9bl~msVfit~aci~p~ingalways occur. • '_ - • ,_' ,-.: ... . '_"',' ". .••.• !, - ,. ., <'" ... , - :,:_ '. ".: ':!' -: ,",', '1'. ' ..:'.". _.- .- . : _'_ -. ••.• :-; ': -'-. II Using Topic Sentences to Predict ~ o Read the directions aloud and be sure students understand them. Ask why a topic sentence can predict the content of a paragraph. o Review the example: Note how the sentences support the main idea. o Have students complete the activity alone then compare notes with a partner. o Ask several students to share their answers with the class and explain them. o Writing Topic Sentences Before Writing a paragraph a Review the three points of a good topic sentence. o . Have students read each paragraph, take notes, then write a topic sentence. OR, have students skim the paragraph, take notes, write a topic sentence, then read the paragraph and correct their topic sentence. D Circulate as students work to answer questions. a Compare answers as a class. m Wliting Topic Sentences AfterWriting _ a Paragraph D Model each step of this five-step activity. o As you model, provide answers that reflect your experience. D Help students find the main idea by noting word connections. For example: in a rush + crowded + helpful and polite give an impression of the people of Tokyo: They are busy and always in a hurry but are helpful and polite. D Have students complete Steps 1-3 alone. o Students exchange papers with a partner in Step 4 then correct their own topic sentences. In Step 5 they write their paragraph. o Circulate as students work to check that they are on task. writing product m Writing About YOl,lr First Impressions o Review the assignment for this chapter with the class. o Help students identify a focus for their paragraph, Encourage them to discover their focus by brainstorming or Freewriting about each topic to see which interests them most. o Students can complete the assignment in class or do it as homework. ,., II. Mosaic 1 Writing 13 part 4 o Note that this section presents two ways for students to review their work: the rubric and the checklist. o The rubric looks at students' writing holistically, evaluating the "whole" of the paragraph. The checklist reviews the activities analytically and has students judge their effectiveness. o Go over the rubric with the class. Point out how each bulleted point in the "Writing Characteristics" column is repeated in each of the three levels. Clarify meanings and check understanding for the five elements: content. organization, language, grammar, spelling and mechanics. o Students should first evaluate their own writing according to the rubric. Then in pairs, have students evaluate their partner's writing according to this rubric. They can indicate the holistic score on the rubric by Circling a number or highlighting the specific elements that are true and choosing a score that corresponds to the most highlights. a Collect the drafts and evaluate students' writing according to the rubric. Meet with students, if possible, and explain your score, or write brief explanations on the drafts themselves, then hand them back to the students. For more information on rubrics, see the Front Matter, p. vi. EXPANSION ACTIVITY Students are motivated and impressed when teachers use their own writing as models for student. work. In this first chapter, bring in a paragraph you have written about first impressions and invite students to evaluate it according to the rubric. This is a humbling but worthwhile experience! 14 Chapter 1 .n Self-Assessment log a Explain to students that thinking about their learning can help them decide what to focus on in their lessons and homework and help them chart their progress. o The Self-Assessment Log at the end of each chapter helps students track their own strengths and weaknesses and also encourages them to take ownership of their own learning. Q Read the directions aloud and have students check the degree to which they learned the tasks and strategies practiced in the chapter. o Put students in small groups. Ask students to find the information or an actlvityrelated to each task or strategy in the chapter. o Tell students to also find in the chapter definitions of the tasks or strategies in the SelfASsessment Log. o If possible, meet privately with each student on a regular basis and review his or her SelfAssessment log. This provides an opportunity for the student to ask key questions and for you to see where additional help may be needed. and to offer one-on-one encouragement. ••• Mosaic 1 Writing 15 In this chapter, students take a second step in the writing process, learning the parts of a paragraph and principles of paragraph unification. Students talk, read, and write about cooperation and competition. They begin by looking at photos and sharing ideas about different learning environments. They read a selection about cooperative learning, and practice vocabulary and expressions for writing about positive and negative qualities and advantages and disadvantages. They practice synthesizing information and analyzing paragraphs. They write a paragraph on cooperation and competition in learning. At the end of the chapter, students evaluate their work by the rubric and self-assessment checklist. o Point out the chapter title, "Cooperation and Competition," and ask students the difference between the two terms. o Point out the Genre FOCUS and Writing Product. Tell students to keep the Product in mind as they work through thecnapter. o Read the quotation. Ask students what th~y know about Michael Jordan and why he thinks cooperation can help win championships. o Have students look at the photo, and ask questions: Where are these people? What are they doing? How do they know each other? Ask and answer the questions in "Connecting to the TopiC." Help students generate a list of things we learn such as how to hold chopsticks, write a poem, and play chess. Genre Focus Information organizing and Developing Your Ideas paragraph Unity Paragraph Parts Chapter Overview Writing ·product A paragraph on cooperation or competition In teaming Critical Thinking Comparing Learning Situations Evaluating Personal learning Preferences Considering Advantages and Disadvantages synthesizing Information From a Survey Analyzing paragraph Parts Analyzing Paragraph Unity preparing TO Write Talking About Photos of People Learning Freewriting About How You learn Best Readirig:"HiJw Do We Learn Best What We Need to team? Gathering Information: Interview Five people Focus on Testing paragraph Unity and a Strong Vocabulary Evaluating Your Writing Rubric for writing About cooperation or Competition in Learning Self-ASsessment Log - Focusing on words and Phrases practicing vocabulary Related to Learning Writing About Positive and Negative Qualities Writing About Advantages and Disadvantages Impressions of Effective learning: Class Results Part 1 Getting Started D Talking About Photos of people • Learning Best practice scaffolding Instruction The following activity and the discussion at the Chapter 2 Opener are scaffolding activities. They introduce the general topic and encourage students to share their early responses to the topiC. Activities such as these build language and confidence for upcoming reading and writing assignments. o Have students look at the photos and talk about them one by one. D Focus discussion on what the photos show about learning. Tell students that how we learn often affects what we learn. Pose these questions and elicit opinions and examples: • Does what we are learning determine how we learn best? • Does how we learn determine what we learn? • Are there skills or subjects we can learn best" alone? • Are there skills or subjects we can learn best with a few people? • Are there things we learn best with many people? o Have students record new vocabulary in their Vocabulary Notebook or on the board. o Have students vote for effective examples of learning and tally the results. To vote, have them put a letter next to each photo: Most Effective Least Effective A -8 -C -+0 OR, have them record their votes on the board. They can write their initials next to a number you assign to the photo, or in a grid like this one which you draw on the board: 18 Chapter 2 ••• Photo A B C 0 1 2 3 4 • Have students discuss Distance Learning (taking a class taught far away but prOjected to a classroom of students). Ask any who have tried it to describe it and rate its effectiveness. • Elicit opinions of Onfine Learning (taking a class over the Internet). Ask experienced students to describe it and rate this type of learning. Ask if they completed the course alone, or met in online class with other students. • Encourage dlscusson of other methods by asking questions: What other methodS are used now? What other methods eire being devefoped now? How will/earning be "defiveredH in the future? Can you make a prediction? • Bring in course catalogs where traditional and nontraditional classes are offered. Show , '.students how each type of class is described , " imd promoted. fJ Brainstorming and Sharing Ideas ~. About Learning Best Practice Activating prior Knowledge Have students talk about their own previous learning experiences as they express their opinions in this activity. Students generally have had lots of experience in school. and therefore have lots of opinions to share and can remember experiences that relate directly to the activity. This activity continues to build a Hcommunity of learners" in the class by helping students get to know each other. o Have students complete this activity with a partner. o Have students circle the answer that applies to them most of the time. Explain that answers can depend on circumstances. such as what we're learning or where we are; it may not be pbssible to completely agree or disagree. D Students can work in pairs to create one sentence for question 5. o Have each pair write their sentence on the board so others can agree or disagree. ':'ltiJ~.J,~1~~~;1~J111~~ .' '1~~tnaIQt:Wherfffill§ic'rS~I~Y,'···rng;'.~/?"d;.,;."· ~- ,,;; .- - .:' _' '." "., .• '"';.~~rj~~F~: \1~:;~~ , "~. "'dori'flikEftO'.corripe"".""" •• fah Jf~~~~~'; have',~:.c~Il1P~~!po~,.j!~se.i~t~t~~t:····, .. ,'; ," II Freewriting About How You Learn Best o Students may need help getting started. Encourage them to think of experiences working alone or with others. Model Freewriting, and remind them that the goal is to write continuously and not worry about mistakes. o Have students Freewrite for five minutes. o Invite them to share their Freewriting by reading it to a small group or to the whole class. o Try to read every student's answer. Remember: The purpose of Freewriting is to help students get their ideas "from head to paper. H If you point out mistakes, they will worry and have a difficult time writing. o Increase the time to seven minutes if students are still writing at the end of five minutes. OR, have students practice .Freewriting for homework. II Preparing to Read Best Practice . Interacting with others The pre reading questions have students recall specific learning experiences and talk about them to classmates. Interaction is a powerful way to promote learning, present new ideas and vocabulary, and help students get to know each other. Through lots of interaction. students practicethelanguage and build confidence. o Have students answer the prereading questions orally with a ctassmete o Preview the vocabularYforJi1e reading with the class. o Have students generate ~QrlYms and antonyms for new vocabUlarY-' and collect new vocabulary in the1r'Vo,cabutar,t.Notebook. ~... . ••• Mosaic 1 Writing 19 Part 1 ·::;·:/~{Li,;~<::.(;:~.~ .. ;~!; ... ;";~':'.".";2(;;;:;,,;L' .. 'i~;V:.S:':f~~it\~ .';' F' ':' .. " II Reading: How Do we Learn Best What We Need to Learn? Best Practice Making Use of Academic content The reading selection is a short nonfiction piece about learning that is typical of academic texts in content type and presentation of concepts. Students are frequently asked to read and process reading selections such as this. As they will have to do in academic courses, students may use highlighters and take notes to mark new words and important ideas as they come across them in the reading. a Try not to translate the expression "sink or swim" before students read; they will be asked to induce the meaning in the next activity. a Tell or remind students not to use a dictionary while reading. a Have students use high lighters and take notes on terms and key ideas. o Students read the selection silently. OR, read the selection aloud so that students hear correct standard pronunciation. OR, record another native speaker reading the selection. Play the recording so students can hear a regional variation and have students read along silently. II understanding What YOU Read A o Have students answer the questions in groups of three or four. a Have them write key words and ideas on the lines, unless you require complete sentences. 20 Chapter 2 •• '" o Review students' answers by asking groups to volunteer their responses. o During answer review. guide conversation to check for understanding. Strategy Thinking Critically: considering Advantages and Disadvantages • Read the strategy aloud with students. • Ask students if they agree with this statement Critical thinking helps us form sound opinions. • Have students share their ideas and experiences of using critical thinking. 61 Considering Advantages and ,. Disadvantages Best Practice cultivating Critical Thinking: . consiflering Advantages and Disadvantages The fQlIowing activity further introduces students to critical think.ing: determining good and bad points I associated with a decision or an issue. Formulating advantages and disadvantages is an important skill in developing arguments and generating support for . particular points of view, D copy and hand out Blackline Master 4 "Listing Advantages and Disadvantages" on page BLM 4 for students to use. D Tell students they are going to think critiCally about working in a group. Have them read the direction lines. D Students may need help getting started. You might have them practice with a current class issue such as taking class time to watch a movie. o Have students complete the chart then discuss answers with a partner. OR, have students work in pairs or groups to complete the chart. o Encourage students to list as many points as they can. . . .... '. .:',i:··\i3~. II Gathering Information ~<~. " o Clarify that this activity is a chance for students to gather ideas and practice ~peaking outside of class. . .... ' .' ..... '.' . rr v o Review the activity, including the questionnaire. For the example sentences, note the change in perspective from one person (me) to a group (students). o Have students select and convert their statements. OR, allow students to make up their own statements. Check their generalizations for clarity and correctness. a Have students practice interviewing. filling out the questionnaire, and sharing results with classmates. Roleplay the activity in class. OR, invite guests into class for students to practice with them. o Remind students that they can use the ideas and vocabulary they gather to produce their Writing Product, a paragraph on learning. D Have students share the results of their interviews with the class. J! •• Mosaic 1 Writing 21 part 2 . '" . ,_ .. - ·~-'i/~: .'~:-<J<:~:'-'::::.;'~:-'::~:~~I ~\" . ."" Student Book pageS,32~35 "',.,' ... r. ~ " i.' :. - ~" -: ~ f; ... :' ", :j': ' , , D practicing Useful vocabulary [J Students match words from Part 1 with synonyms. o Read through the words in the chart and have students repeat them. o Do item 1 as an example or have a student do it. o Have students complete the matching. o Have them write sentences independently. OR, if they have trouble, let them work in pairs. Guide them to note the part of speech. [J You may want to assign each of the 16 vocabulary items to students to make sure each is used in a sentence. Depending on the size of your class, assign individual students or groups to each item. EXPANSf()N ACTiVITY ' . Many of the words in this chapter have related forms. By generating word webs, students can expand their vocabulary quickly. Refer to Btackline Master 5 "word webs" on page BLM 5 in this chapter and suggest that students complete word webs for new words throughout this book. Do one with the class to show students how to proceed. 't~~~R'KEY;:':C: 0" 't~i~)·¥~3.'d4.a"5. 6'6. gi.h8;E";:,0,~;;'>5 <_ ~ ~:,i::-<:'-·~··.:;_:-,\,. -,' d~ ";';"';'l-'_,'~:~;'l;<~'« ,';_,'." :~~~;~r~j~~'~~~1~~J.;~F¥ ;\,;"25 INS 'not appropriate in myculturetOjnt¢trYptT'~ . ',;"·"·::l~,~·t~acher. .. . .: ', ::',L3:My.friends were not happy with .the OUtc()l11es, ,:\;;.:,6ttheir-recent placement tests '. ..' .. .. •• 0,".- ...... ·,·.'.':;0--- .•. , .. C, • 22 Chapter 2 ••• 4: when you begin a new skill, you have to learn ~hetephniqurS first. .. '.' 5. MyJriendgobert is very collaborative because 'healwaYs'prefers to dothings with otti~rs; :'~-'~-';:o"-:' .'< :' - ~.I., ", .... __ .: WRITING ABOUT POSITIVE AND NEGATIVE QUALITIES • Students learn how to express an advantage or disadvantage. • Read the expressions aloud and the accompanying example sentences. • Have students identify whether the example sentences are positive (advantages) or negative (disadvantages), • Elicit additional example sentences from students. . -_._ .. ,-- ;:- "'-'.'... "'.:·'·'·'>i_,.or·;-'"' , "' .. '-- (-- ~:,~.;-;::; " ... .; ,.;-':~:_:S:;,,/:'·~,:,.·,:_\-;>:,_t_'/_:.·I:',~ neteacner tellsJjs tl'latCO<?j)f:!ra~iQn. -' . i1n:!in::lrP.<:: us for requirements in our " -: ;'" ,:future work. i~ach: -:'Resays that it's important to teach us ';':;"':',.,;T "thoW to/earn 8$ well.as what}~/~arn,.' fJ Writing About Advantages and Disadvantages Cl Clarify to students that they should answer by stating their own opinions. o Stress that they must try to use the new exoresstons correctly. o Have students write their answers then share them with the class. a Check that students have used expressions correctly. Briefly discuss with the class ways to correct errors. IJ Choosing Appropriate Words D Have students complete the sentences in pairs then review answers. Advise them to use each word only once. o Guide students to check for correct usage by paying attention to verb conjugation. II Writing a paragraph About a learning Environment o Students can write their paragraphs in class or as homework. o Model the activity by sharing a paragraph you wrote on the same topic. Point out the correct use of ;nside, outs;de, and In sUence. o Clarify to students that they are writing about a place or environment. o Encourage them to write about a particular learning experience they had. Explain that this will focus their paragraph. a Stimulate ideas. Have students look at the photos at the beginning of this chapter. OR. bring in relevant magazine pictures or photos. a Encourage students to develop their Freewriting from Part 1 .. ~1!~.~I~~~~i{~'!~ .' . ;~·.·'~'!::;·.·:_'i ~~.~:;:;t:~,;~~:j~0~~~i~~.~\t~\ II Writing a paragraph About a Positive Learning Experience a ASk volunteers to snare a positive learning experience with the class. o Elicit verbs and phrases that express a positive experience and write them on the board. o ASsemble students' paragraphs in a collection: Class POSitive Learning Experiences. Seeing their writing "published" motivates students to improve. '~;~'£;~:~~1~~'~[~~.~;j~~ii::~l~;-4;'~W(~J.'~;%~Si,i"~·t'~1~;5110~~~J\S'qi'1~f::~4~f,f'J ,: ;AN S""ER;KEY{.·~,:;";,:;::·,·.·.·< .......•... ,. :\ .. : " . '~!D\\ :,·.A#~~~~wji(~~~·;,"":.:,·:·,-,,,· •• ·,i·.,.· .. ; .. '.".:,:; ..... ,~.:~.;i~:·,.;;\'0tl ••• Mosaic 1 writing 23 Part 3 Paragraph unity REVIEW POINTS • Go over the Review Points on topic sentences. • Check for retention by asking questions: What does every paragraph have? What does the topic sentence tell the reader? NEW POINTS: PARAGRAPH UNITY • Present the New Points on paragraph unity. • Underscore the relationship of ideas. Write this sentence on the board and ask students to complete it: A unified paragraph is like a ___ . Provide this hint: Everyone is related. D Identifying a Unified Paragraph o Do this activity as a class. o Read the paragraphs aloud to students. OR. have volunteers read them aloud. o Direct students' attention to the explanation of the paragraphs' unity on page 36 of the Student Book. Ask them if they agree that A is more unified. o Elicit the reasons A is unified but B is not. EXPANSION ACTIVITY • Help students understand that academic writing and "real world" writing are not the same. • Askstudents to look for paragraphs in magazines, newspapers, fliers. and instruction manuals and bring in examples of unified and disunified paragraphs to share with classmates. (If students completed the scavenger hunt in the Part 3 Expansion Activity 24 Chapter 2 "!I! I I • in Chapter 1, above. stress that they are looking for unity, not shape.) Discuss the examples with students by asking: Are paragraphs in "real world" writing always unified? Why or why not? ~-----------------------------~ c ~',:.,," ,," -: -~. ;,,." " .'-. - _ •• , ',' 'ANSW~RkE,{ v-, _>~~ ~:i;;:~i"."~~'1'f~'::'t~)~.ji.'{j~;,:~;--~~~-~ >:r",' ~- ;:;i~,~;.,c.,_'.- :-'c;i/_ :'1~ '-~_'.>._: .'.:"_:-\:: _-,", . '.' < PossiIiU!'adClltlonal answers: " " ,*~rr~~~mtt~~~~iiorK •... -. ~ ... ' ': _,:;.:-",~ ,-,~-_, ~ '':' ',iTMs;'t~e;ielatjqnshjp:p¢rNeen 'ioeasisn'tCieitf:':"" ;i~·*~'~~~~~t~-~~~;~&;:~It-1£~~l:·"0;;~~~:_~;\·:.'A~~f~~j~~;'~~·.~-i:·il:'·i~.~~:'::=.~'~.~~: :A~::r'~~~:-k:~;;r~;~~~;},i'~~~~~_:~;;::~,;'· PARAGRAPH PARTS Best Practice organizing Information Using graphic organizers to clarify the relationship between ideas helps students clarify their thinking and their writing. Using a flowchart reminds students of the important parts of a paragraph and also helps them link ideas to increase paragraph unity. • Introduce the parts of a paragraph and paragraph organization. • Point out that organizing ideas and information is a key skill to master to become a successful writer. • Review with students the flowchart on page 36 in the Student Book. Explain that elaboration means giving details. • Suggest using a flowchart to record and remember the important parts of a paragraph. • Copy and handout Blackline Master 6 "Paragraph Parts" on page BLM 6 to students for support with organization. 6 Identifying parts of a Paragraph o Have students complete the activity alone. D Students may need assistance. If they have difficulty getting started, do the first paragraph with them. Then let them proceed on their own. o Circulate to check that students are following instructions. o Review answers as a class.' . 'St~d~nt~90k pages. Bridge sentence: .' . .workirig.in groups really promotes 1'''''''''' ~r:·i .. ·;ioi .. ·.;:·,,:; learning. Students studying a . . . ', to speak by speaking~ .' sel1tel1cesthat~~p~i~,·. '1CIo.1 IAh,nirllll,.'" . examples:' . ReSUltS' 5h()Wth~tcOoperative . increases'student motivation to It helps studentscomplete a tEo IsKaI1Cn~,],,(;t~ encourages a' Positive attitude .. ,... ...... ' .. ' subject It improves relationships bg'lWl~f>::'i students and gives students haoi .. ·• :ir f;i:iAlilnO,~,t,;t!': about themselves. sentence that restates the main idea:;~'~~,,;:~', . ' - ";'~'.J~-~'~'~ . . Overall, students get higher scores onJests ..... ,. and are better critical thinkers. coo~;:aiive' .. Learning has many advantages. II Choosing Sentences that Support the Main Idea :.J Have students try to complete the activity independently. ;_] Students may need assistance. If they nave difficulty, edit paragraph A with them. Then let students proceed on their own, ' •• Mosaic' Writing 2S Part 3 u Review answers as a class. ~;,~~~~t~J~~f~~Mm'~t;t~,i:· . \:Classroom.;fhesestudehts.'II0rkhard to···be. ·····be~~rtti·an'·(,fiie~studentg.Pafti~i~tj;,g'i~ . . ··.."sP9ftseaA.~a~e~nf:!e~fflPetiti·~. Te(iGhers create competition inlearningby talking about /;·,vt:;the"~tUd~H~.Wit~.the·hjgh¢stsc~kes,;They •• · .. ', .•.. ' •• : .:i ·.;.~lsp.~re~te~CO!l1PE!titicm.bY ,having·~tuderlts. II Writing a Paragraph from Notes o Clarify or stress to students that they should choose a main idea from the notes. o Remind students to look for synonyms that show relationship between ideas. Encourage them to use only ideas that are related to the main idea they have selected. They can change and add to the list of notes. o Have students complete the activity independently. OR, have them complete it in pairs. Then have students work in groups of four to compare answers. o As students work and compare answers, circulate to check for understanding. 26 Chapter 2 • n t' ANSWER KEY /:'., , -.---, " , ... ~ . . Ai1sWe!i will vary. Possible answers: .: . (AdcJitI6Ha(iEinguage is ltaliclzed.) . . . . TOpic se.nt.ence: some~tudents are so competitive at large U.S. uniyersiti~sthat they will do almostanythingto get agoixtgrade, so many methods are used to ··keep StuCJ~htshonest. Bridge (optional): :!fof~xamp'e, some professors do lots of extra '(i~~rnt oheatlng, . •. .. . "'~'bP~ng/#~fflS they make students sit. faraW~y . ·:,!Jzt~~m~~~~~£~h~r. '''example'2''···· i\;;r:,--t:--:,::,;:,;:·.,~i~(;~~·:~~;~:j;~~~':'.·;~·."::· .' _ ,.,.... .,.' _ " : __ ' .. -,-c.' 'r '.:-'::~:-_">' "'tf1ey~~ve,monitors.patrollarge exam haUsto .. . ·;::fJisco~@g~.students frO/71 cheating.··· . .;} '. j,~~~;~~1,~~,tl(,~ ." .. ' . ..... '. .: . "....... :::,:prQfe~~.·~ometimesswitClJexafTI. Qu~stlons. at >i' .c-, C'··'·"·--··~l~~~~~~tr~~r.~ .. SSoI'$'supply,te.S~book -: '':t:iJ,s~'·l~b~:r.,~ry}~:t'~·~·::i~~~·:;: .: ..... ::.: c" " .,~_ .. _.~ ,.' :--,~J, ~~ ~: ':j).:- : <; ~~' _. ". __ ,': -,,: ... ~ ,-: ., :,.-.\.:_'\_~'" ~:<... ·:,-,>,t~.~··: __ ';::::c,_:~~".~~_, .;~,s ,": _.;-, \, , . cheating'is'a causefordisri11ssaY'<\ :;:~-:::'~_,i.~~_~.,-C':.':<.::'<~'..;;:(!.~~~~ .. ~.l:;:,~-\~'::'_·.'_ .. : ,_ .. : .: -"': :-._.:- ..: ,.,.:,-~,;,,'- ... ,-',,:.'; .. ;.,'_, ... ,'-,' ,,-,. "::":r~9mni()stltS.universities, some students still ·\.·'.''theatbeS~QSethey are SO competitive:' However; £'\~fiJ.g~$W'#.'~f the reason, cheating isconsidererJ . :~'1;Wroni~(li;iln~ny methoQsareusedbYPl'Qfessors. ,~:i';ani:J,othef§:lcrkeep stuc1entsfai; ~nd·hone$t.'· . -: ... ,;'-,': ... , .. ,,;-:>:.,,~~~;\,.:,, '-'!:,,:., .. ~ ~ " . '. - '.' .,' ' :.'.- . . ' ~.:/,' ;-'-;1"~'.,.-:· .,;- '~:;,·jJ.;/t"· . .' ~~:,~,., :,. Part 3 ~. Focus on Testing (lOEfLO lIT) Paragraph unity and a strong vocabulary • Help students understand that the Focus on Testing (FOn "boxes" present strategies that students can use to do well on standardized and timed tests. • Explain that this FOT strategy links paragraph unity to coherence and repeated words or synonyms. Coherence is treated in Chapters 6 and 8 of the Student Book. • Read through the section with students. • Guide students to recognize synonymous or related terms in the examples that help create "a fluid, natural tone, H make the paragraph cohere, and contribute to creating unity. • Review the chart on page 41 of the Student Book. Have students look up the words in a dictionary. OR, discuss their similarity as a class. • Have students complete the practice and review answers as a class. Writing Product II writing About cooperation or Competition in Learning o Give students this tip: the more specific the toplc, the easier it is to write about advantages or disadvantages. o Remind students of the ways in which they thought about and narrowed their ideas on learning alone and in groups. o Note that the planning chart should help students focus their topics and give you an idea of what they will write about. o Stimulate ideas by discussing with students ways they might begin. • •• Mosaic 1 Writing 27 a time, and the teacher speaks more than the students. In cooperative Learning groups, many students get to speak at the same time. Cooperative Learning is great for language learning. Several studies show that cooperative Learning has many positive results. These studies are from universities around the world and in many subjects. Results show that Cooperative Learning increases student motivation to learn. [t . helps students complete a task and encourages a positive attitude toward the subject. It improves relationships between students and gives students better feelings about themselves. Overall, students get higher scores on tests and are better critical thinkers. Cooperative Learning has many advantages. some students do well in a competitive classroom. These students work hard to be better than other students. Participating in sports can make one competitive. Teachers create competition in learning by talking about the students with the highest scores. They also create competition by having students play games. Some teachers even give prizes to the winner. Prizes are expensive sometimes. Competition for some students can motivate them to learn more. Students who prefer to work alone often have trouble concentrating when other students are nearby. They try to find quiet places to study. Coffee shops are noisy. They can study successfully in libraries, study rooms, or alone at home. Sometimes they use ear plugs to find quiet and to concentrate. They wear headphones to listen to music. These students do best when there are no distractions. Some students are so competitive at large U.S. universities that they will do almost anything to get a good grade. Some professors do lots of extra work to prevent cheating. For example, during exams students sit far away from each other. Monitors patrol large exam halls to discourage students from cheating. professors even switch exam questions at the last minute Part 4 li!llllilll_·I•IIII!!.111 0 Introduce to students the rubric and checklist for this assignment. 0 Encourage students to look at the rubric each c time they begin a new chapter. 0 Remind students that the rubric tells them what they are expected to learn. Point out that if they know what is expected from them right from the start, they can work toward specific goals and increase their chances to succeed. 0 Go over the rubric with the class. point out that the descriptions of the bulleted points in the "Writing Characteristics" column are different for this assignment. Clarify meanings and check. understanding for the five elements: content, D organization, language, grammar, spelling and mechanics. 0 Model using a rubric with one or more of the paragraphs from activities in this chapter. Six of them are written here and they are all examples of a '3.' Note that some have been adjusted to reflect a "3" score. paragraphs to Use with the Rubric A This year I learned how to work together and cooperate in a group. Most of the time, I'm E assigned to work with other students, and the students in my group haven't always been very easy. Eventually, I realize that if I try hard enough, our group will do well. I must be patient because it takes time. My teacher taught us that even when some members of the group don't get along, the goal is to complete the assignment. I'm glad 1 learned how to work with other students because I think. I will have to do this a F lot in the future. B The single greatest advantage of Cooperative Learning for language students is that they speak a lot. Working in groups really promotes language learning. Students studying a language learn to speak by speak.ing. In a traditional classroom. students speak one at 28 Chapter 2 ••• sometimes. And professors sometimes switch exam questions at the last minute so that students can't tell each other what the questions are. Even though cheating is a cause for dismissal from most U.S. universities, some students cheat because they are so competitive. o Students should first evaluate their own writing according to the rubric. Then in pairs, have students evaluate their partner's writing according to this rubric. They can indicate the holistic score on the rubric by circling a number or highlighting the specific elements on the rubric that are true and choosing a score that corresponds to the most highlights. o Collect students' paragraphs and evaluate students' writing according to the rubric. Meet with students, if possible, and explain your score, or write brief explanations on the drafts themselves. then hand them back to students. For more information on rubrics. see the Front Matter, page vi. EXPANSION ACTIV'TY Ask students to write another paragraph on a topic of their choice. You might suggest a current local issue. They can practice everything they learned in Chapter 2 when writing this "extra" paragraph. self-Assessment Log (] Read the directions aloud. Have students check the degree to which each activity in the chapter helped them. u Put students in small groups. Ask them to find information related to or an example of each activity. (] Tell students to find definitions in the chapter for any terms in the Self-Assessment statements that they are uncertain of or still do not know. u You might have a student tally the responses to see which activities were most helpful. • •• Mosaic 1 Writing 29 nshlps Chapter 3 is an important step in the writing process. In this chapter, students will move from writing a paragraph to writing an essay. The topic is relationships and ideas and language build on discussions of learning from the previous chapter. Students describe different types of relationships. In the reading selection, they read about a boy's admiration for his friend. Students practice describing people by gathering words and expressions. and by making comparisons. They learn how to develop an essay from a paragraph, and get copious guided practice. They complete an outline for the first time, Finally, they use a rubric to evaluate their first attempts at the essay. ra;m,U§i'J'Nit§i --'-'~--.~~------- .. --------.... o Read aloud the chapter title, "Relationships," and ask questions: Who do you have relationships with? Who are you related to? o Point out the Genre Focus and Writing Product Tell students they can write about anyone. Review the Rubric for Writing an Essay About Someone You Admire and read the characteristics of a '3' (Excellent). o Call on a student to read Gautier's quotation. Ask what we love with the mind (beauty, justice) and heart, then ask what the quote means. o Have students look at the photo, and ask questions: Do these people like each other? Can you see yourself in this picture? Who's with you: friend, family, co-worker? Do you like people for different reasons? o Ask and answer the questions in "Connecting to the Topic." List students' responses on the board. Suggest Gandhi as a person many admire. Chapter Overview Genre Focus Descriptive Writing product An Essay About a Friend or Family MemberYou Admire preparing To Write Talking About Relationships Freewriting About Someone You Admire Reading: My uncle-Dad-Neighbor Larry Gathering Information: Interview Someone About a Person S/He Admires Focusing on Words and Phrases Practicing Words and Expressions About People You Admire • Organizing and Developing Your Ideas The Essay Studying Parts of an Essay Building Essays From Paragraphs Critical Thinking Speculating About Relationships Making Comparisons Applying New Information Analyzing an Essay Developing an Outline Focus on Testing Making an Outline Evaluating Your Writing Rubric for Writing an Essay About Someone You Admire Self-Assessment Log vocabulary Part 1 ·i,'Thete.aChE!radmiresthe .student becauseSthe,," "is sorarp-WorJ<illg..,,> .••...•••....•......••. ..•... . .,,',' .' ..•. , ' .. "" ..•... <_ . t{lll'I'11!r~l!11ll . .', . because they have'slmUarlnterestsandare ' . ,n~a:rlYthe.sahl~~ge;·· . '. ....,' ... - '-. ~ , - . '.' ,. _._ . . .. . - - . ," .. Getting Started D Talking About Relationships _ Best Practice scaffolding Instruction Since writing is complex and difficult for many students, it's important to work gradually on building skills and confidence. In this and the next activity, students prepare to write by looking at photos and talking about what they see and how it relates to something familiar in their own lives. By scaffolding instruction, and gradually making the tasks more difficult, students are prepared for the final assignment. D Have students look at the photos and talk about them one by one. D Go over the example with students. Elicit why the young athlete admires the other athlete. D Have students describe the remaining three photos in pairs. EXPANSION ACTIVITY • ASk students to bring photos of their friends and family members to share with the class. Post these on a bulletin board in front of the class and title it Class Photo Album. Have students write their names under photos of their friends or relatives. • Bring in photos of your friends and family members to share with students. • Extend Activity 1 Talking About Relationships to these photos and have students work in pairs to guess why their classmates admire these people. 32 Chapter 3 ••• fJ Brainstorming About People You Admire o Have students complete this activity independently. OR, have them work with a partner. The activity should be easier for them now. o Remind students that brainstorming means jotting down ideas, not writing their ideas out in complete sentences. o Circulate to check students' process. o Encourage students to be specific, and to explain or give examples of abstract terms such ' as "kind," "smart," or "good person." II Freewrlting About Someone You Admire o suggest to students that they write about the person they know best and can say the most about. o Students write for five minutes. Freewrite about someone you admire as students are writing. This shows that you value what they are doing, and will also help you understand it. . o Circulate to skim students' writing. Point out mistakes only if asked, Remember: Focusing on grammar and mechanics shifts attention away from developing and recording ideas. o Encourage students to write for ten minutes. o Invite students to share their writing by reading it to classmates in a small group or to the whole class. II pre~ring to Read A o Have students answer the questions in small groups. o Ask them to choose the top three reasons we admire people and to explain all of their answers. o Have groups vote and try to agree on the top three reasons. o Preview or review the following vocabulary in the reading and have students provide synonyms: In order of occurrence in the reading: special divorced abandoned close passions outdoors curious grew up realizing inspiration o You may want to note the reading's informal style: its personal point of view and ordinary language, and other differences with the formality of the academic selection in Chapter 2. Reading: My Uncle-Dad-Neighbor Larry o Read the selection aloud and have students read along silently. OR, have students take turns reading a paragraph; there are six paragraphs total. B Understanding What You Read A o students may need help with this activity. o Review the questions with students one at a time, clarifying terminology. Help students with Question '.by asking additional questions: What do we leamabout the writer at the beginning? What do we learn about Larry? o Have students answer the questions in small groups. OR, answer the questions as a class. o Guide conversation and check for understanding as you review answers. . . . , ' . . , ~ <':-"; '.,,' '_',:: ::: -",::': . ,: ::; " ,,:' -: ,: - _' ,":_~ " " ~.: - :·:·~\~\. __ "r:t·:{::-·_(>::'i':.~-~:_;:{~·J::::c~.::~~:~:~: .~(:_~ .' ,;~:_~.~::;;_'~:;~ ••• Mosaic 1 Writing 33 part 1 ;~f'!F':' ::!".,-." strategy Thinking critically: Making comparisons • Read the strategy aloud with students. • Share with students comparisons you make with people in your life, for example: My sister is like my mother: they both love game shows. • Write this sentence frame on the board and have students orally complete it: My ___ is like . They both 1'1 practicing Making comparisons Best Practice Cultivating Critical Thinking: Making Comparisons The following activity guides students to express comparisons to develop their descriptions of people they admire. The ability to draw a comparison is also the ability to see relationships and the context in which a person or thing exists. Activities such as this help students express comparisons, and see them. Such activities can hone students' critical thinking ability by asking them to broaden their thinking about the people around them. 34 Chapter 3 ••• o Point out that the sentence patterns in the activity are to state Similarities. o Demonstrate for students how to write about differences by negating verbs: Write these models on the board for students to use: Larry is am: like my dad. Larry doesn't love the outdoors more than (televiSion). o Have students write comparisons using affirmative and negative patterns. o Circulate as students are writing. Check enough sentences to verify that students have understood and can correctly use the patterns. o Have each student read a few sentences to the class. D Gathering Information .. Best Practice Interacting with Others TIle Gathering Information activities have students interact with English speakers to collect information and opinions. As we saw in Chapter 2, interaction is a powerful way to promote learning, present new ideas and vocabulary, and give students an opportunity to use their language. This activity offers students practice speaking in "real world" situations and the chance to build confidence and ability to speak thi!' language fluently. o Review the activity with students. o Have students practice asking questions and taking notes on answers. Roleplay an interview in class. OR. invite another teacher in to be interviewed. - o Have students use the questionnaire form in the Student Book. OR, copy and hand out Blackline Master 2 "Practicing Information Questions" on page BLM 2 and have students develop additional questions for their interviews. This offers an alternate format for multiple interviews. D Remind students that this activity will help them complete their chapter writing assignment an essay on a person they admire. D Have students share the results of their interviews with the class. ••• Mosaic 1 Writing 3S EJ Reviewing Definitions • o Students match terms and meanings. o Pronounce the words in the left column of the chart with students. Ask if each is verb, noun, or adjective. o Students work in pairs to do the matching and write sentences. o Check answers as a class. Part 2 Writing About people We Admire D Practicing Useful Words and Expressions o Have students read through the expressions and the examples silently. o Then read aloud and go over each expression and example. D Have students explain the expression by giving an example that demonstrates their understanding. OR, have them define it if you have already presented the terms. o Use the following as an example of the first expression: He plays an important role in my life because he gives me advice and sends me money! EXPANSION ACTIVITY • Have students work with these expressions in this fun visual activity. For visual learners as well as auditory and kinesthetic learners, reinforcing vocabulary through pictures is very effective. • Ask students to bring in pictures from magazines, newspapers, or fliers showing the meanings of the expressions. • Note to students to look especially at advertisements. Ads express an idea quickly and easily, and will encourage retention of the meaning and usage of the expressions, often in a fun way. • Use the following example to demonstrate: an ad for laundry detergent showing someone surrounded by piles of dirty clothes could express the meaning of someone who has lots of responsibilities. 36 Chapter 3 ••• t· II Choosing the Correct Expression o Have students work alone to answer the questions. o Review answers with students as a class. o Students may have difficulty with close to and get along well. Point out the multiple meanings ' of close to as intimate and near in space, and the difference between get along well versus get well. EI writing a Paragraph About Someone Older or younger o Have students write a short list of people they know well and can write about. o Have students briefly discuss their choices as a class. This will prepare them for writing. o Have students complete the activity. o Circulate as students write. Check to see that they are integrating words and expressions you've presented. I . II Writing a Paragraph Using Ideas From Freewriting a Note that students can write about anyone. a If students write about the same person as that In Activity 4, have them elaborate on what they've already written. a For new subjects or persons, encourage students to use new vocabulary and expressions and to order their ideas. • •• Mosaic 1 Writing 37 Part 3 3. To expandJ~isparagraph int(tan ~ssay:~he:.·· 'jNrit~r '¢ou(a.,teh more abb4(h~W the. broth~r ... .: , .. ~~i~I~!'~~~~~i.~~ki; , -; '.' 4:AnsvV~rS;willNary •• The paragrapI;lAsunified,):',~i.}'; •.. e .• ~ 'b~t~use~'~Ij'th'eseHtehc~s'a~e>abOlJt':a'drrilririg';~';' .theb!~.brqth~r; .·Pf:!rnaps.lhe 9rg~nizatiqnis· ..• · ., .·'ch·b~p~f'bec~I1~~ihe.·read'etneeds:io.pr6vide·.'· :··.·.f'·rnt>r'f!'~!~!X>r~tipl]~;·S:1',:~#,\·~;.h;:!:7:~~;:·~;,!.'.;::';·t·\(',,;},:; .. ,··.··.i·····.·; :;:~-, '.~,. L;':j:'~, ,,;: ... .• ~':\ .:,;.';-~.!.:.~<: .. :~. From Paragraph to Essay REVIEW POINTS Best Practice Activating prior Knowledge The Review Points activity is designed to stimulate students to activate their knowledge of the most salient points of the material they have learned and practiced. SChema-building is very important in motivating students. By encouraging students to synthesize what they have learned, this activity encourages retention of key points and also helps students create a firm foundation for further learning. • Go over the Review Points on paragraph unity and organization. • Call on volunteers to explain organization, and give examples of organizing terms such as first, second, and last. • Tell students they are preparing to write an essay, and ask questions: Is unity important in an essay? Do you need to organize ideas? Why or why not? D Beginning with a Paragraph .. o Have students read the paragraph independently. o Have them work with a partner to complete the questions. o Review answers as a class and discuss students' mistakes. ." ,,"".-"~ . : ;.:' •••.•••••.••• - d"' '_" . ",.,.-:', .. _, ., ,":~ 38 Chapter 3 ••• t, . I .• _II "oL L. ,~ .. The Essay . NEW POINTS: PARTS OF AN ESSAY • Read the New Points on essays aloud or have a student read them. • Check understanding by asking key Questions: What are the parts of an essay? How is an essay like a paragraph? HOW do you develop an essay? • If needed, clarify that explaining is telling why (My brother's great because ..... ) and describing is detailing sensory information: look, smell, taste, touch, sound, and for people, personality. • Emphasize that this is an important lesson. Tell students that the essay is a key writing form in many college courses. STUDYING PARTS OF AN ESSAY • Review the chart with students. • Stress the important role of introductions and conclusions. Point out that they create unity in your essay, or a beginning, middle, and end to your discussion of an idea. fJ Expanding a Paragraph to an Essay o Read Cathy's expanded paragraph aloud, and have students read along silently. . o Have students notice essay parts and methods .ot development. OR, have them take notes. suggest they mark the location of essay parts, and of examples of development such as describing appearance, giving a reason, or retelling an event. Best Practice organizing Information using graphic organizers to clarify the relationship between ideas helps students clarify their thinking and their writing. It's important to present different graphic organizers to students so that they can choose the most appropriate one when preparing to write. ~" EXPANSION ACTIVITY RI I There are many ways to visually represent relationships between ideas. The outline is a traditional academic graphic organizer that focuses on the vertical ordering of blocks of text. There are many other ways to show how ideas relate to one another. Use Blackline Master 7 "From paragraph to Essay: Planning Grid" on pageBLM 7 when it is easiest to write an essay frorna paragraph. copy and hand out the Grid for students to use in this activity to allow them to visually grasp the expansion of ideas from paragraph into developed essay form. II Writing an Outline a Tell students that an outline is a key tool for organizing ideas for essays, reports, and research papers. o Have them complete the outline in pairs or small groups. a Have them answer in phrases; they do not need to Quote sentences. Suggest that they guess the type of development Cathy uses for her ideas. o Have students compare answers as a class and give reasons for their choices. 'harn~. Maihidea in ' ' '. . , . behaVior doesnttalw~sbow _~~o¥~.aC~bttier:.-" . ", '.' D Comparing the Paragraph and the Essay o Have students answer the Questions first in pairs. o Review students' answers as a class. o Clarify any contusion. You might note that paragraphs C and D include explanation. --- ... - ,j' -.-',; ·::;f,0it~iM*:~~:0'~; ANSWER' KEY" . )'"i'i;.··',s~i~~~ 1. rnapetts of the essaythl:lt are the;same\'\~~:?:W{;(~;' aso':similarto the para~rapharethe' . ." •• - ..... . ideas'(that she admires'hetbtother .des,Griptiqn qf Joe's' hajr,and, rDti~IIir'La ',.:. ;';·he· h~~Ped,her~fore,h~:Wentt9. T,r :iI'n' .... 2: The parts afthe essay that~r~.··' eX~rlSiOnS of the points in ' 3;TheneYo'parts or expansion.s VI' ,tm::i:UJut::u , throughout the essay, ... , ":C""'''~'~'!R>Y,' , additional description of .. , 'personality and in' howhls '''"", ..... ,n .•• MosaiC 1 Writing 39 m Building Essays From paragraphs: No.2 D Have students repeat the procedure in Activity 5 to expand the paragraph into an essay. o copy and handout the Blackline Master 7 "From paragraph to Essay: Planning Grid" on page BLM 7 for students to use as an alternative outlining organizer. part 3 ,\/,; can-1paffect~her,E~ch new part was added :';,-todevelbp orcreate a hew paragraph. ""<.i.t~d~$cH~tio~_A.p~ragraphs B. E ~~i~l~~~,*~~~~~~h2 :,i~;'t;(qiWdtingaI:l94fJ~~I!ngs_.paragraPhs A. C,D, F ·<~;:;~;:;>~:::;_,.~.~-,,::'~/<.;,,;··,,':'·';;~7_i_::.~i\~~ '. ~.~~.,,;,~-,.;;:;.,~~"-;:~-':'~~'_(,< ... : I., ,.~. -: _" ' .: __ C"" ," ',,5_TherieWpartswere:added to fully explain and <isuppqrttbe main iclea: Why she admires her " ", ':" ',', .: .. 0:.:'" ,'-:, , ':, ,',',',,' ',' brother.': II Building Essays From paragraphs: NO.1 D Review each step with the class for expanding Solomon's paragraph into an essay. o Students can work in pairs or small groups to complete Steps 1 and 2. D Have them work independently to write the essay in Step 3_ D Allow students to use a dictionary for unfamiliar terms. OR. have students skim the paragraph before beginning and discuss unfamiliar terms. 40 Chapter 3 ••• II Starting an Essay with Your own ,. paragraph a Have students work independently to complete the outline and essay. a Students can use a previously-written paragraph about someone they admire. Allow them to use an outline or planning grid to organize their ideas. a Circulate as students work to answer questions. a Have students share their work with a classmate before turning it in. m Expanding Your paragraph into an ESsay a Clarify that students are asked to expand only ON~ paragraph. a Have students complete the activity independently. Focus on Testing Outlining • Note to students that outlining can makethe difference between passing and failing an essay exam. • Review the point with students by asking questions: Why is outlining important? When and where can you use this skill? HOw does outlining save you time when you are writing under pressure? writing Product B Writing About Someone You Admire o Students should be prepared to do a good jab on this assignment! o Elicit from students the steps from paragraph to essay. o Remind them to brainstorm and Freewrite to develop ideas. o YOU may want to set a time limit for each step. OR, write the time on the board periodically to urge students to complete tasks. • •• Mosaic 1 writing 41 '.. < v :"'EXPANSION ACTIV1TY . RE:PFWDUCIBlf: Part 4 o The rubric should be familiar to students, especially if reviewed at the beginning of class. o Point out the distinctions between score points 3, 2, and 1 in the content category. o Note that two essays in this chapter, My UncleDad-Neighbor Larry and My Brother Joe are examples of '3' papers, if you haven't done so. o Students should first evaluate their own writing according to the rubric. Then in pairs, have students evaluate their partner's writing according to this rubric. They can indicate the holistic score on the rubric by circling a number or highlighting the specific elements on the rubric that are true and choosing a score that corresponds to the most highlights. o Collect students' paragraphs and evaluate students' writing according to the rubric. Meet with students, if possible, and explain your score, or write brief explanations on the drafts themselves, then hand them back to students. For more information on rubrics, see the Front Matter, page vi. Best Practice Making use of Academic content When ask.ed to evaluate their writing, students are being asked to show what they have learned. The evaluation activity in every chapter is a tool for students to reflect their achievement from the entire course as well as from the most recent lessons. In this chapter, evaluation is an especially useful tool for students to see for themselves Whether or how well they have assimilated basic writing principles. 42 Chapter 3 .... i • NOW that students are writing essays, it is helpful for them to monitor their strengths and weaknesses on each assignment as they proceed through the chapters. If they know what they need to work on, they can concentrate on that aspect and improve their writing. Have students use Blackllne Master 8 "Keeping Track of My progress in Writing" on page BLM 8 to guide improvement Self-Assessment Log [J Have students check the degree to which each activity in the chapter helped them. o Put students in small groups. Ask them to find information related to each activity or an example of each activity. a Tell students to find definitions in the chapter for any terms in the Self-Assessment statements that they are uncertain of or still do not know. o You might have a student tally the responses to see which activities were most helpful. • .. Mosaic 1 Writing 43 In this chapter, students become more comfortable and confident with essay-writing, focusing on thesis statements and writing about cause-effect relationships. Students discuss aspects of physical, emotional, and psychological health and relate them to habits and lifestyles. They complete a quiz about their habits and beliefs and read a study that links negative thinking to early death. Students also interview three people about their healthy (or unhealthy) habits. They practice expressions for writing about causes and results and practice writing strong thesis statements according to guidelines. This chapter is all about choices we make that affect our health, and at the end of the chapter students evaluate their ability to write about activities that contribute to good health. o Read aloud the chapter title, "Health and Leisure," and ask questions: Do you exercise? What do you eat? What affects your health? o Point out the Genre FOCus and Writing Product Tell students they will read and write about health for body and mind. Review the Rubric for Writing an Essay About Causes of Good Health, the characteristics of a '3' (Excellent) paper, and features specific to the assignment. o Read the quotation and ask what it means. Have students complete these health rules: J never . J always , but it's ok to _ o Have students look at the photo, and ask questions: What are they doing? Have you ever done this? Does this exercise help body and mind? o Ask and answer the questions in "Connecting to the Topic." Encourage students to explain their answers using terms such as positive attitude and strong body. Chapter Overview Genre FocuS cause and Effect Writing. product An Essay on Activities that Contribute to Good Health preparing TO Write Talking About Everyday Activities and Health Brainstorming Causes of Good and Bad Health Freewriting About Your Habits and Your Health Reading: Cynicism and Mistrust Tied to Early Death Gathering Information: Interview Three People About Healthy/unhealthy Choices Focusing on Words and Phrases Words and Phrases for Writing About Health Showing Causes and Effects org~nizing and Developing Your Ideas The Thesis Statement Identifying TYpes of Supporting Material Organizing Supporting Material critical Thinking Evaluating Healthy/unhealthy Choices comprehending a Study of Attitude and Health Analyzing Sources Applying New Information Synthesizing Survey Responses Analyzing Causes and Effects Analyzing Thesis Statements FOcUS on Testing planning for writing On-Demand Evaluating Your Writing Rubric for Writing About Personal Aesthetics Self-Assessment Log Vocabulary 4"Thelaqyis, gardening. Gardening is relaxing, and gives you a release from stress. Gardeners .. :gete~erciseandsunshine: Theymay~at l11()re h~~lttif!J UyandstayilJbetter phySic~l. condition' • and havei:lmore@sibveattitude. ".;,~': ····f~>r~' Part 1 Getting Started .. Talking About Everyday Activities and we Health Best Practice Activating prior Knowledge link.ing new material to students' experience and k.nowledge engages students in the lesson and so increases their chances for success. In this activity, students talk about health and lifestyle. Share the purpose of this strategy, "schema building," with the class. Students will understand that by contributing their own experience and knowledge to the discussion they become the directors of their learning. Students are usually extremely interested in their teachers' lives, and modeling the activity by sharing activities you do (or avoid) that affect your health will encourage students to share theirs. (J Have students look at the photos and discuss them in pairs or small groups. o Go over the first photo as a class to model the activity. o Encourage students to talk about any aspect of any photo. 46 Chapter 4 ••• D Talking About Your Habits ~. o Have students work in groups or pairs to discuss their specific daily activities. o Tell students to think of their healthy and unhealthy habits and activities, and to name at least three of each. o Have students share some of their answers with the class. B Brainstorming About Causes of Good A and Bad Health Best Practice scaffolding Instruction scaffolding instruction involves breaking complex tasks into smaller, more manageable steps. It also involves moving students' minds through levels of discourse and thinking. In this brainstorming activity, students broaden their thinking and language, from talking about their own hearth to making generalizations about good and bad health habits. Because this is not their first conversation about health, students should feel prepared to discuss health in marl?" general terms. o Remind students to discuss mental health as well as physical health. o To stimulate ideas, direct students' attention to the photos and ask which people may worry too much or have habits that lead to poor mental health .. o Have students complete the activity in small groups. o Have groups share their answers with the class. II Freewriting About Your Habits and Your Health o Students should be wen-prepared for this activity. o Before students begin, direct their attention to the photo. Elicit that the girl is making a salad, and ask if this is a healthy or unhealthy habit and why. o Encourage students to write for ten minutes instead of seven. o Circulate as students work. Check that they are writing easily and stressing fluency over correctness. o Invite students to snare their writing by having them read it to classmates in a small group or to the whole class. Highlight new vocabulary as students try to use new words or ask you for help. o If you wish, read and respond to students' work, but much of this gets recycled in the chapter and response isn't necessary. m preparing to Read Best Practice Making Use of Academic Content Students are often asslgned nonfiction reading in their conege content courses. Much of this reading is difficult: the vocabulary can be advanced and the topic can be far from students' experiences and interests. Helping students demystify nonfiction reading selections prepares them for academic success in the future. The following simulates many selections in academic content classes and includes prereading questions to preview important ideas. glossed vocabulary, and postreading questions that consrm students' understanding. This is an accurate simulation of what students will encounter later. o Have students complete the questionnaire then share responses. o Ask for a show of hands to the YeslNo questions so that the class can see how they are as a group. Resist having students share responses to questions that may be too personal. You might want to model some answers to set a tone of camaraderie and respect for different styles. a Preview the vocabulary for the reading. The reading selection describes two studies that explore causes of early death. the second a~telTlpting to disprove the first. To prepare stlJde;6ts to distinguish the two studles, have th~rh:§J(im the selection before reading and use a . venn diagram to take notes. j -Copy and handout Blackline Master 9 I I : "Looking at Similarities and Differences" I ! on page BLM 9. • •• Mosaic 1 Writing 47 Part 1 o If students have used the Venn diagram in the Expansion Activity above, have them complete it and add details in this activity. o Remind students to "interact with the text," underlining key terms, highlighting important information, and marking points they don't understand. B understanding What You Read A • Tell students to skim the reading for information on two key studies on health: a psychiatrist's study and the cardiologists' study. • Have them jot features of the studies in the appropriate space. and note features common to both in the center where the circles overlap. ANSWER KEY 'Al1sw~rswill vary. Reading: Cynicism and Mistrust Tied to Early Death Best Practice Organizing Information using graphic organizers to sort out similarities and differences is helpful when the information is as complex as it is in this reading selection. Have students use the venn diagram to contrast the two studies described in the selection. Encourage them to use this diagram for planning their writing whenever there are similarities and differences. D Students may have difficulty with this reading. Have students read the selection at least two times. D Have students contrast the studies with a Venn diagram. Copy and hand out Blackline Master 9 "looking at Similarities and Differences" on page BLM 9 for this purpose. D Students can read and take notes independently. OR. they can follow along as you read the selection. and take notes as a class. OR. you can have another native speaker record the selection and play the tape several times. Students can take notes. and hear a different voice and native accent. 48 Chapter 4 .... Best Practice Interacting with Others capitalize on the power of social learning by having students answer questions and solve problems in groups. The following questions ask about important points from the reading. Answering them in small groups can be easier and more productive as well as fun for most students. The interaction that results yields understanding. new language. and diverse opinions. o Have students complete the questions in groups of three or four. o Allow students plenty of time to discuss and complete aU questions. D Circulate to answer questions and check that students are staying on task. D Ask students to support their point of view in Question 8 with examples, anecdotes, or facts. , ,'- ~ __ .~::.:~;: .. :: ' .. ~.,:'-\'\-:(:~:"" :~\-S ,::.>, VI(,:-"~·~,::.;-:·.::,,·,.; .. ;-j;~~~~~·::-:-~ .(::~t/~·~;;~y~:~:\::-~<; >,;1~':~·~·:-, .:- .. , '"< ··:connectioh.qetwee~h<6sti.litY~nd<aQgerJ.hlY~ .. Apers6rlCilities 'andhealth.- . .,..... .r- ,.,', Strategy Thinking critically: ~nalyzing Sources • Ask students if the reading selection convinced them that Dr. Williams' theory was right, and why or why not. • Read the strategy with students. • Point out its importance by asking students if they believe these claims: (1) Med Institute says junk food causes hostility that can result in homicide. (2) Institute says you can cure . cancer just by thinking positively. fJ practicing Analyzing Sources A o Students answer these Questions in small groups. Q After the discussion,askstudents to give a show of hands if theY'fitftfthe study convincing. II Gathering Information A D Students interview three people. D Review the chart with the class. Clarify that students use their results to answer the question DO most people lead healthy lives? D Students may still need practice with interview technique. Roleplay the interview in class first. Encourage students to anticipate responses and have interviewees expand on their responses. o Have students share the results of their interviews with the class. .. •• Mosaic 1 Writing 49 y o Remember: The purpose of the activities in Part 2 is to give students an opportunity to use new vocabulary. Focus on correct and appropriate use of words and phrases and not on other writing points. o Have students work independently. OR, group students who have chosen the same photo and have them write and share a 'group paragraph: Encourage groups to "talk through their writing" first, before they write. o Have students share their writing with a classmate. ASk. volunteers to share their writing with the class. part 2 Writing About Health II Reviewing Useful Expressions a Students will be familiar with this activity. a Do the example or have a student do it. o Have students complete the matching alone then check answers with a classmate. [J Review answers as a class. Correct misconceptions. II using New Vocabulary in Sentences " o Students may find this activity challenging. a Have students use eight words in a sentence by making a game of combining terms. Write this example on the board: lin's ~ lifestvle, relaxed surroundings, and regular habits keep her Phvsically fit and reduce her ~ so that her mental outlook ;s optimistic. a Have students practice combining terms. Elicit examples to check. that combinations are conceptually and grammatically correct. a Have students share their sentences with a partner or with the class. D Writing About a Photograph " o Encourage students to write as much as they can. 50 Chapter 4 .... EXPANSION ACTIVITY Have students write about one or more photographs from different points of view: • First person: Students imagine they are one of the people in the photo and write as "I,u for example: I am hungry and I want to eat a spicy hot dog, but I should eat a sa/ad because I've gained weight recently. • Second person: Students pretend to speak to a person in the photo and write to "YOU, H for example: You're hungry, but you shouldn't eat that hot dog. Eat a salad! In this way, students can practice grammar and vocabulary in an imaginative and fun way. II Writing About Your Habits o Students can refer to and develop what they wrote in Freewriting. o Ask students to read their writing to one or two other classmates. showing Causes and Effects Cl Because cause and effect relationships are so important in our reading. writing. and thinking, take time as you proceed through this section to be sure that students understand. Cl Read through this section with students. Cl Evaluate understanding of the terms now. Ask questions such as What do cause and effect mean? (reason. result) HOw are they related? (A happened; as a result. B happened). What's another result of a lack of exercise? (lack of energy) What else causes lung cancer? (secondhand smoke) WRITING ABOUT HEALTH USING CAUSES AND EFFECTS • . Elicit definitions of cause and effect and review the expressions In the chart. • Review the grammar in the expressions in the charts and the examples. • Clarify terms by writing the examples on the board as equations, for example: Daily exercise > good health. Then rewrite them with arrows reversed and ask volunteers to rephrase the sentences: Good health results from daily exercise. • Elicit additional examples of cause/effect relationships from students. IJ Matching causes and Effects o Tell students they are matching causes with effects, and not synonyms. Note that some causes can have multiple effects. o Have students complete the matching independently, then check answers with a classmate. o Tell students they may try to defend alternative matches. Clarify misconceptions. o Ask students to share their answers with the class. II Writing Cause and Effect Sentences o Have students compose sentences independently. D Have each student write one of his or her sentences on the board. Classmates can help correct mistakes. ANSWEftl<~Y; Ans\ver~wili\/afy .. II Identifying Causes and Effects in a paragraph o Clarify that students underline key terms such as ~ or ~. Do an example substitution with the class: The reSUlt Qf kidney failure may be ... OR, Kidney failure leads to ... D Have students complete the activity alone. D Circulate and check comprehension by eliciting causes or effects identified in the paragraph (circled in the Answer Key). o Ask students to compare new answers with a partner. Have a volunteer share his or her rewritten paragraphs. " •• Mosaic 1 Writing 51 Part 2 52 Chapter 4 ••• Part 3 _: REVIEW POINTS • Go over the Review Points of the parts of an academlc essay. • Ask students questions to check retention: What are three parts of an essay? How do you develop an essay? NEW POINTS: THESIS STATEMENT • Introduce the New Points on the thesis statement. • Review the features of a thesis statement. • Check understanding of thesis statements by asking a key question: What is the difference between a thesis statement and a topic sentence? D Answering Questions About Thesis Statements o Go through the activity as a class. o Answer the questions and analyze the example thesis statement. o Guide students to locate parts in Question 1. Have them look for general and specific terms inthe thesis statement. DOSltlVE~ tn,E m, I,ta 'attitJdk<: ,':i->,';,);()nl~,i,blj~~ • he1JJttH:,-;". so;, ~; :>::,:, ~J"'7~ fJ Recognizing Good Supporting 1deas o Follow the same procedure as with the previous activity. o Go through the activity as a class. o You may want to review the meaning and examples of general and specific ideas before students get started. II Recognizing Strong and Weak Thesis ,. statements ' o Give students a chance to do this activity on their own. o Have students complete the activity with a partner. o Have students write their thesis statements on the board to. review answers. .. ••• Mosaic 1 Writing 53 Part 3 ;~:-: ?,"~?0~::~alth aruilqsing weightthafare·al$(} "iifsourtikbj hEiaittririforrhationanii ~I~~ff~~~t\_~)(: . FOCus on Testing Planning for Writing On-Demand • Read through the information in the box with students. . • Discuss stages of the writing process. Elicit students' opinions on which stage takes the longest. . • Have students convert the percentages of time to actual minutes based on the tests they take. • You may want to model conversion for an hour-long writing test: Students should spend 12 minutes reading the topic and underlining key words and phrases, 24 minutes planning, and 24 minutes writing. Practicing On-Demand Writing- • Students practice writing thesis statements quickly. • Have them work alone to complete the activity. EXPANSION ACTIVITY It's not always easy to remember guidelines for scheduling time when writing on-demand. Advise students to memorize the following formula: two parts thinking, planning, and prewriting to one part writing generally results in a complete and carefully thought-out on-demand essay. , a , 54 Chapter 4 ••• , ~ -. ANSWEBI(~Y .. ~.»\:'; ··;'~!-~~~~'~lf~~t~J&~~~· ".skills '~Cause th'ese .~kilis;:~re.necessary ..... in any kind ()fresearchand many'idnds of technbIQgicalwOrk:/>::'·;'··:; . D Reviewing Thesis Statements with a • Classmate o Partner students in pairs that will be helpful to compare thesis statements. o Have students share statements as a class. o If needed, remind students that writing thesis statements is a skill and requires patience and practice, as all skills do. writing Product a writing About causes of Good Health o Advise students to write a thesis statement that gives them a "roadmap" of their essay. o Note to students that being specific makes it easier to write. • •• Mosaic 1 writing 55 part 4 Best Practice cultivating Critical Thinking: Causal Chain There are many ways to think about causes and effects. There can be one cause and several results or several causes and one effect. A third way is to have a causal chain which follows one cause to one result causing another result and so on. As students begin to write about cause/effect relationships, it is helpful for them to test the logic of their ideas. The causal chain allows students to trace the progression of their ideas. As an evaluation tool, it is especiany effective for revealing to students the logic of their thinking. o The rubric should be familiar to students, especially if reviewed at the beginning of class. o point out the distinctions between score points 3, 2, and 1 in the content category. o Have students consider the logic of their causel effect relationships in their writing. Copy and hand out Blackline Master 10 "causal Chain" on page BLM 10 for students to use. Introduce them to the causal chain then ask them to find and evaluate any "chains" in their essays. o Students should first evaluate their own writing according to the rubric. Then in pairs, have students evaluate their partner's writing according to this rubric. They can indicate the holistic score on the rubric by cirCling a number or highlighting the specific elements on the rubric that are true and choosing a score that corresponds to the most highlights. o Collect students' writing and evaluate it according to the rubric, Meet with students, if possible, and explain your score, or write brief explanations on the drafts themselves, then hand them back to students. For more information on rubrics, see the Front Matter, page vi. 56 Chapter 4 ••• ~,~.; : "EXPANSION ACTIVITY . REPRO U U(I m f . • Expand students' understanding of causes and effects by having them do additional work with a causal chain. Have students complete Blackline Master 10 "causal Chain" on page BlM 10 and trace the series of causes and effects that result from a health habit I I they have not yet considered. _j! '--. ----- .. -----.,......~- .... ...,.- ... --.----.~- ... '-., ... ---.~~-r- ....... ---- Self-ASsessment Log [J Read the directions aloud. Have students check the .degree to which each activity in the chapter helped them. [J put students in small groups. Ask them to find an example of each activity or information related to each activity. ' o Tell students to find definitions in the , chapter for any terms in the Self-Assessment statements that they are uncertain of or still do not know. [J You might have a student tally the responses to see which activities were most helpful. ••• Mosaic 1 writing 57 In this chapter, students begin to refine their ability to compose essays. They begin by looking at photos of technological innovations and discussing their benefits. They write about a current or future gadget and read about nanotechnology, the "science of the smail." Students gather information about a technological tool or process of their choice and share what they learn with their classmates. They learn and review vocabulary and word parts that are common in technology areas and practice integrating direct quotations and paraphrases into their writing. Students then practice four types of introductions and work on essay development. Finally, they use the rubric to evaluate their writing and what they have learned in the chapter. l.__._._ .. ~ __ ~.~ . .. ~~._~ ~_. _ o Read the chapter title and ask students what this chapter is about. Display devices such as cell phones, electronic dictionaries, or handheld navigation tools, and ask: What are these? Are they high tech or low tech? o Elicit the Writing Product and Genre Focus. Review the Rubric for Writing About a Technological Innovation, characteristics of a '3' (Excellent) essay, and features specific to this assignment. o Call on a student to read Kay's quotation, and ask others what it means. o Have students look at the opening photo, and ask questions: What are these people doing? Where are they? Are you mechanical? Tech-savvy?" Ask and answer the questions in "Connecting to the Topic." o Call on students to share their ideas with the class. t. Chapter Overview Genre Focus Information Writing· Product An Essay About a Future Invention preparing To Write Talking About some New Inventions Brainstorming About the Usefulness of Some Technological Tools . Freewriting Reading: Nanotechnology: The Science of the Small Gathering Information: Research a Technological Innovation Focusing on words and Phrases using Word Parts Technology Vocabulary Using Direct Quotations Paraphrasing organizing and Developing Your Ideas Types of Introductions well-Developed paragraphs and Essays Sample Essay: Technology: Size Matters Critical Thinking Comprehending a Scientific Article Analyzing Pros and Cons Analyzing Word Parts Applying New Information Analyzing General and Specific Ideas Focus on Testing Checking Your Main Idea Evaluating Your Writing Rubric for Writing About a Technological Innovation Self-Assessment Log Vocabulary 13. Air bags 14. ATM (Automatic Teller Machine) 15. Advanced batteries 16. Hybrid car 17. OLEDs (Organic Light-Emitting Diodes) 18. Display panels 19. HDTV (High Definition TV) 20. space shuttle 21. Nanotechnology 22. Flash memory 23. voice mail 24. Modern hearing aids 25. Short range, high frequency radio part 1 Getting Started D Talking About Some New Inventions " Best Practice Activating Prior Knowledge With each opening discussion, it is important to link new material to students' past experiences and knowledge. This activity asks students to talk about some recent inventions. Before looking at the photos, have students generate a list of technological innovations that they consider significant. Building on the opening exercise, this activity activates students' newly acquired vocabulary as well as previous knowledge and experience. It not only engages students' interest but also strongly encourages fluency. o Go over the first photo as a class to model the activity. o Have students discuss the photos in pairs. o Tell them to answer all three questions for each photo before going to the next photo. Also encourage them to discuss any other aspect of a photo. o Have some pairs share their answers with the class. o Ask students about additional innovations. Review this list of the top 25 technological innovations since 1980 (nonmedical) that a panel of experts selected. 1. The Internet 2. Cell phone 3. Personal computers 4. Fiber optics 5. E-mail 6. Commercialized GPS 7. portable computers 8. Memory storage discs 9. Consumer digital camera 10. Radio frequency ID tags 11. MEMS (MicrO-ElectrO-Mechanical Systems) 12. DNA fingerprinting 60 Chapter 5 ••• EXPANSION ACTIVITY Have students share their favorite technological gadgets, devices, or tools. • Divide the class into small groups of three or four. • Have each group label their objects, and organize a display of them. • Send students on a "carousel walk" around the classroom. Students can ask each other about each of the objects, sharing terminology and information. f) Brainstorming About the Usefulness of Technological Tools o Have students review the chart. Check understanding by eliciting the informatiOn they have to fill in. o Review the example with students to get them started. o Have students complete this activity with a pertner.: a Encourage students to do lots of talking. ... -t-._..... .0' II Freewriting About a Future Innovation o This topic frequently energizes students. Stimulate them to unleash their writing energy. Play instrumental music to help them focus. Encourage them to write quickly, and to write for more than ten minutes if they can. o Circulate to see that students are writing easily. Continue to emphasize fluency over correctness. o Invite students to read their Freewriting to classmates in a small groups or to the whole class. o Highlight new vocabulary as students try to use new words or ask you for help. a If you choose, read and respond to students' Freewriting. However, much of the content and vocabulary gets recycled in the chapter so response is not necessary. ';;;:ii~~~~:_·.~(;f~}T~f~~~·~0,~~j~~\;·-\'f1.;.::--. c-" _·:'>f~-.;;i;,::.:l.;)!;:jM~:r?~;'!i~~{r~kci:'~ ~!"l~~\~?!.j"i.i:~:GjJ~f~'t;0~!itfl B Preparing to Read Best practice Making Use of Academic Content An effective strategy for increasing comprehension and retention of reading material is to have students prepare for the reading selection by previewing content. Each of the reading selections introduces vocabulary or contains questions or an activity so that students don't find the reading so difficult. Using prereading questions and activities to evaluate or prepare students for academic content is a common practice in college and university courses. a Have students answer the questions. o Have students share their guesses with the class. Encourage more guesses and model pronunciation. 11" Mosaic 1 Writing 61 o Have students answer the questions in small groups. Allow plenty of time for them to discuss and complete all eight. o Circulate to answer questions as students work. Part 1 o Preview the glossed vocabulary at the end of the reading. Include these three words: cilia, raw materials. replica tor. Pronounce all of the words and have students repeat. Tell students to highlight the last three terms, since they will be asked to define them in the postreading questions. o Point out the title of the reading. Ask students to predict the main idea and guess a few $upporting details. OR, skim the first paragraph as a class and elicit its main idea: a description of a future micromachine. Reading: Nanotechnology: The Science of the small o Have students read this selection independently two times. OR, have them read with a partner. o Remind students to take notes. marking important words and phrases. II understanding What You Read A Best Practice Interacting with Others In this activity, Questions help students check their comprehension of the main ideas from a challenging reading. Profit from the power of interaction. Having students answer questions in small groups will stimulate ideas and promote comprehension. The exchange that results will yield greater understanding, new language, and diverse opinions. 62 Chapter 5 ••• o Review answers as a class. Have each group explain their answer to one question, and facititate class discussion for that question. o Poll the class on the last question. Find out if students support research and development of nanotechnology. Have students explain their opinions. ,.;;;:"+o .. i",l,, = dirt. concrete. metal (ttlif .u, ... ~_·' •..... ients" ofa product) . . . . .:JI·rePliGatbr=a.maChine that makes copies of . ·:'·ltself· . . . . II Gathering Information o Students can interview. or do Internet or library research. Encourage them to select different innovations so the class can learn about new and exciting developments. o Students should now be familiar with library resources and procedures. Have them help each other if they need help. o Review the list of topic ideas. Note that the topics are broad and students must narrow them or they will find too much information. Model narrowing with this example: space travel> space probes> Mars expedition> technology used in exploration of Mars' surface. Have students practice narrowing topics and share their answers with the class. o Have students present their research orally in front of the class. Thinking Critically: Analyzing Pros and Cons • Direct students' attention to the strategy and read it aloud. • Check understanding by asking students the pros and cons of cell phones, ipods, or other popular devices. fJ practicing Analyzing Pros and Cons Best Practice organizing Information using graphic organizers has many advantages. They are especially useful for synthesizing technological information. The T-chart in this activity will help students process the data they have gathered by reducing it to the basic pros and cons of the technological innovation they are researching. Encourage students to use this diagram for listing positive and negative aspects of an issue before they get ready to write. o Circulate as students work to help them correctly compose sentences that include statistical data and technological jargon. o Have students display their r-charts when they are finished. • •• Mosaic 1 Writing 63 Part 2 Discussing Technology D using Word Parts _ Best Practice scaffolding Instruction scaffolding instruction involves breaking complex tasks into smaller, more manageable steps. It is especially useful for teaching vocabulary, and even more so for teaching latin-based terms of science and technology. In this activity, difficult terms are broken down by prefix. Throughout this chapter, students have many opportunities to analyze words by these prefixes to grasp the terms' basic meaning and to build other words. o Have students read the instructions to the activity. D Clarify prefix as a part of a word that "carries" the meaning by changing it to before .... (the meaning or action of the root). Write this example on the board: diet = say, pre = before, predict = to say before. D Have students complete the activity in pairs. o Have pairs share their answers with the class. o Copy and hand out Blackline Master "word Part Webs" on page BlM 11 for students to use additionally in order to encourage retention. EXPANSION ACTIVITY learning and using word parts is one way for students to develop a rich vocabulary. Have students start a Word Part Notebook to learn vocabulary by this method. Tell students to record prefixes, stems, and suffixes. AS they learn more parts, they will find that their ability to learn vocabulary, predict it, and use it quickly grows. Encourage students to use their Word Part Notebooks to write as their writing becomes more advanced. 64 Chapter 5 •• « ~~SWER'KEY.· ;~'~~~J~v ··3.iTtlcf6jha~hines == tiny machines mlcrosensors = small sensors/tiny measurement tools "~i2r6,'st6~ == Small eyePiec~ ," .. ,- "', sotinY.YQlJCal1· .. 0njy'~~'~:t~~fl1,.,. a person who agrees to do . ,.:.\~,"'Hy~q~~QI?"pit()jE~cts With. miniature. parts"i,'. B practiCing Vocabulary and Expressions to Write About Technology o Have students complete this matching activity independently. o Have students compare answers as a class. II writing a paragraph About a Technological Innovation Q Have students concentrate on correct usage of new vocabulary in their paragraphs. Q Give students feedback. Be sure to emphasize correct usage of new vocabulary. Strategy Thinking Critically: using Direct Quotations to Support Your Opinion • Read the strategy with students. •. . Point outthat recognizing authorities isn't easy and is often done by people's titles. list examples on the board: tx, Director. Manager; CEO, Chait; President, Editor. Author; Professor • Review the example. • Check comprehension with key questions abOut the example: Is this a quote? How do you know? Who said it? What did he say? How do you know Dr. Rebek is an authority? II Answering Questions About Direct Quotations Q Have students complete the activity. Q Review answers immediately after students finish, WAYS TO USE QUOTATIONS • Review all three ways to use quotations and go through the examples and tips one by on~. • Check for basic comprehension. Ellett-the three methods listed and ask students to give additional examples orally, • Check for comprehension of punctuation rules. Write the following mixed-up quote on'tne board and have students take turns coming. . to the board to rewrite it: Nanotechnology" is going to skyrocket. he said. He is Dr. Jones who is the director" of Space Technology InsUtute. II Writing Quotations Correctly o Have students complete the activity. o Ask volunteers to write their sentences on the board. o Have students work as a class to correct mistakes and offer alternate expressions. ••• Mosaic 1 Writing 65 I Part 2 ~-' ' .. :', ~t~i:~i~~h~i~;;·gl~:~~:fu~~~t~:St~~~~~t~~al .• ;, ~~\:1):~,}'sct1ooisto :thelnternet·. is justa fad. ~;:.. .', ::::-A/¥:.~·f' i~ {,:~~ :~;j;. \ :: .. '.'; - .~.' ,: __ , :-, '.; ':~«.~ ; .'_I' / - -: ... '; "';<:";:: . ~ ::{'., \' -,~< ': \-;": ,_:~; .: ~ ~_. -;~<: ',: -'.; ~~::; /:,0'":. );-: ~f,~.;:{)rrMarYanl1eyolperofthe Hamlltorr UnIversity :""',, ;'; BioiOgyDepartment; stated,'''WE! just don't S"~f~'1Cr1~Wthe' 'Iohg- term effects Of genetically ~j;:ff(~~~·~i~~;;~lf.,~~~;{#· ,'>',:' . .",' ~fjcproQf th?lt;tenpI16oes,:cClu~brCl.in .• ;.·~~;.'.·.~.·.··.f~ ... ,._:., .. ~~ ..•. ( '.i'~ .. i~.'.~;::.-~.-_:_ ~.'~:'~:'.:. .' .: .;.< .. -. >~('t"'-". :,::-' .~:,.t;:.;:::~-':~. \~~-~'/ ',' -,.>' 'Y~_~c'.>;~·:;~· - " " ., .... ': .... , ..... ,.' .... !~ .. ' ..... -,' _, v"" ~.·,.~f)'~-~--J~;~,·. ~.~~"~ .. ~~. ,'- {~~":),.;::~";.':.,;:-..~. " •. , reIiSAAndloo"mlJcf,"timeonthetnterhet. " PARAPHRASING TO SUPPORT YOUR OPINION • Read through all of the guidelines with the class. • Stress that paraphrases are-mostly one's own words. • Point out key structure, Note that paraphrases often begin by naming the source: A study conducted by ... then incorporate the quote as reported or indirect speech: A study. .. said that. ... • Check for understanding by asking questions about the example; Does a paraphrase include its source of information? Does it ever repeat words in the source? What does this restate? 66 Chapter 5.u f:J practicing paraphrases Best Practice cultivating Critical Thinking: paraphrasing The following writing activity gives students an opportunity to practice critical thinking through paraphrasing. Paraphrasing calls into play critical faculties to analyze the content and expression of a passage. The writer determines essential from nonessential information, as well as the appropriate mechanics and language for expressing the ideas and the spirit of the passage. In nearly every step of the paraphrasing process the writer must think critically about the source he or she is paraphrasing. o Have students complete the activity in pairs or independently. o Circulate as students write to check that they understand the basic techniques of paraphrasing. ~;I~~~~t~11~~~I~~;;;; accQr(jingtoPhilipKuekes .. a.C9mpute[:';~·j,i::'.:,.::.·.· •... . ai~hit~ctat HeWlett~packarcj;",:' "" .•. ·:r:'·~J,;.~?, .. ," IJ writing a Paragraph About a Technological Innovation o Students write a paragraph to practice citing authorities. o Remind them to quote one authority and paraphrase one authority. o Encourage students to write unified paragraphs. remembering what they've learned in previous chapters. o Ask a volunteer to share his or her paragraph with the class for comment and editing. EXPANSION ACTIVITY Have students contribute their paragraphs to a class newspaper reporting on new technological innovations. • Select a small group of volunteers to organize the newspaper. suggest they use a local newspaper as an example for "laying out" the pages. • Have them collate their paragraphs and insert them as "stories" with titles. They can also . Include headlines and ads which they create or cut from magazines and paste in. • Remind them to add date and school name at the top of the paper. • The newspaper staff then copies and distributes the newspaper to other students in the scnoot • •• Mosaic 1 Writing 67 ! • Have students create their own organizers. ! i • Have students share their organizers with the class and explain their choices. L . . __j Part 3 Introductions REVIEW POINTS • Go over the Review Point on thesis statements. • If needed, remind students that thesis statements contain supporting points developed in the essay. NEW POINTS • Read aloud the New Points on essay introductions and review them. • Check for understanding by asking key questions: What is the purpose of an introduction? Where is it located in an essay? What does it usually include? TYPES OF INTRODUCTIONS • Review the four types of introduction with the class: General-to-Specific, Definitionl Explanation, Set the Scene, and problemSolution. • Have students take turns reading aloud the information on a type. • Answer questions-as they arise, • Check for understanding. List the name of each type of introduction on the board and elicit a brief explanation. ~" . .- R"",, 'I ,-oh.f - .EXP-;'NS«lN ACTIVITY Have students create their own graphic organizers to distinguish and retain the features of each type of introduction. • Model the activity by using Blackline Master 12 "Narrowing Ideas: General to Specific" on page BlM 12 to show how an inverted triangle shape mirrors the narrowing of information for a General-to-Specific introduction. Point out the labels on the organizer that show the type of content to include. 68 Chapter 5 •• jj D Practicing Introductions o Ask half of the class to do "a" and the other half to do "b." o Have volunteers from each half share their introduction with the class. fJ Rewriting an Old Introduction o Have students rewrite their introductions. o Ask them to share their old and new introductions with you and their classmates. n Give students feedback. Guide them to understand why their new introductions are better or not as good as the old ones. Essay Development REVIEW POINTS • GO over the Review Points on thesis statements. • Check for comprehension by asking this key question: Why can a good thesis statement predict what an essay is about? NEW POINTS: ESSAY DEVELOPMENT • Introduce the New Points on essay content and structure. • Note that essays stress concrete details. Ask if this is important and why or why not. 11 Answering Questions About Essay construction a Read the essay aloud and answer questions with the class. OR, have students read it silently and answer the questions. a Review answers immediately, so students can self-check their understanding. , "" ' ' flow'inalbgicalordeqirid ,':t'i"}'sUpbOrtt~EithesiS state,~ent:'.EaChb6ctY'i' 1:1 PractiCing Introductions ~ o Have students complete this activity in pairs or triads. o ASk them to compare their rewritten essays with other groups then share them with the class. o Have the class talk about strengths and wea knesses (pros and cons) of each one. "';"Th~e conv£mlen~eshav~~p~i<;:~~.tJ'pWE!V~~. <i"" 'We consurpe tpo mUfh energy and toomanY' ,,'. ""."" , .... (~d~~r~~~;~rci~1d~j~~1~,~g~,~~~~~~:~t~~~~c',1 canndt tontinue·like.this forever: 'i ,', ,,'.. '. , • ,W~'Sh()Uld b~ m~r~ r~~ponsibleabout protecting our \\I~rldWhHe$ti.n enjoying,;" .'. conveniehces.lf6u'r natural WOrld IS destroyed;' the conveniences Will be useless. . . . :; '; .;'.' ,',. '~-, ,'~ ',' .' -. " •• Mosaic 1 Writing 69 Part 3 Focus on Testing Checking Your Main idea . • Read the FOT with students. • Ask students how often they follow this advice about thesis statements, and why it is a good idea to do it when writing on demand. Writing Product II Writing About a Technological Innovation [J Students complete their writing assignment· independently. 70 Chapter 5 ••• ------~~.~. =_._=. ~--~- -.-- ..... ~--.--~-.-----.-.--.- --- .. _ .. _._.-... - Part 4 ~ Rubric for Writing About a Technological Innovation o Have students score their writing first then pass it to another student to score. o Encourage students to talk to each other about strengths and weaknesses of their writing. o Finally, collect and score each student's essay. o After scoring, students will revise this essay. OR. they can revise an essay from a previous chapter. OR. they can revise a piece of writing after Chapter 6. EXPANSION ACTiVITY Ask students to outline ideas for an essay on a technological device of their choice. Have them consider what the world would be like if the device had not been invented. Have students then work with a partner to analyze the pros and cons of their potential essays and suggest ways to revise. Call on several students to share their work with the class. Self-Assessment Log o Read the directions aloud. Have students check the degree to which each activity in the chapter helped them. o Put students in small groups. Ask them to find an example of each activity or information related to each activity. o Tell students to find definitions in the chapter for any terms in the Self-Assessment statements that they are uncertain of or still do not know. o You might have a student tally the responses to see which activities were most helpful. ••• MosaiC 1 Writing 71 Matters • In this chapter, students focus on writing about cause/effect relationships to connect to their practice in Chapter 4. The topic is international business success. Chapter activities invite students to share perceptions and experiences about business ventures at home and abroad. Students read about a successful enterprise from South Korea, speculate on the future of other currently successful enterprises, and research an additional venture. Students learn how to link ideas across sentences and paragraphs through key words and paraphrases. They study and practice effective conclusions. The evaluation section is complemented with a reverse rubric that instructors can provide for students to use to revise their writing. 0 ~< '~,; , 0 "." ',M~' r~ f:' 0 0 Point out the chapter title, "Money Matters." Note the pun on "matters" to students or have a volunteer explain it. Elicit the Writing Product and Genre FOcus. Review the Rubric for Writing about Success in Business, the characteristlcs of a '3' (Excellent) paper, and features specific to the assignment. Call on a student to read the quotation and ask what it means. Talk about causes of success by asking students to complete this sentence: A good business succeeds because , and o Have students look at the photo, and ask questions: What are these people doing? Where are they? Why do they come here? Ask and answer the questions in "Connecting to the Topic." Chapter Overview Genre Focus Analysis Writing· Product An Essay About What Leads to Success in Business Preparing TO Write Talking About Some Successful Businesses Brainstorming About Successful Businesses Freewriting Reading: roday's Lesson: How to Start a Successful Business Gathering Information: Research a Successful Business Focusing on Words and Phrases Business Terms Comparing Business Success with Other Types of Success Organizing and Developing Your Ideas paragraph Coherence Through Pronouns, Key Words, and Paraphrasing Conclusions Critical Thinking Identifying Facts From the Reading Speculating Making Comparisons Analyzing Coherence Applying New Information Focus on Testing Conclusions on Standardized Tests Evaluating Your Writing Rubric for Writing About Success in Business Self-Assessment log vocabulary B srai.nstorming About Successful ~ Businesses o Have students complete this activity with at least two classmates. o Encourage students to think about local businesses or businesses they know a lot about. o Have each group share their work on a large "whole class chart." Part 1 Getting Started o Talking About Some Successful ~ Businesses Best Practice Interacting with Others Capitalize on the power of social learning by having students talk about the photos in pairs or small groups. It is often easier and more fun for students to work together on an activity. In discussion activities such as this, students share different perspectives, teach each other new vocabulary, and participate in authentic communication in their new language. o Go over the first photo as a class. o Model the activity by answering each question. o Have students discuss the remaining photos in groups. o Encourage students to make guesses when they don't know the answers. 74 Chapter 6 •• Ii Best Practice organizing Information In the Expansion Activity,. students are offered an alternative graphic organizer to record causes in business success. The organizer is a form of the causal chain and traces and juxtaposes many causes that lead to a final outcome. An activity such as this, offering an additional method of representation, can be especially helpful for students who learn visually, since it can allow them to see the relationships between ideas before writing about them. ~" Rf?"l1DtIC '" EXPANSION ACTIVITY Expand students' understanding of why businesses succeed by listing factors that lead to business success. Copy and hand out Blackllne Master 13 "Factors that Lead to Business success" on page BLM 13 to help students record the information they've learned through discussion. Have students decide if and how one factor can be related to the otherts). This activity will help students prepare for the wr!ting assignment in this chapter. II Freewriting About Business Success o Students write for five minutes. Increase the allotted time if possible. D Circulate and quickly read students' writing. Check that students are writing easily and not worrying about mistakes. Encourage them to write more in the allotted time. D Invite students to read their Freewriting to their classmates in a small group or to the class. D Highlight new vocabulary as students try to use new words or ask you for help. .. preparing to Read A Best Practice . Making Use of Academic Content Students are often assigned nonfiction reading in their college content courses. The following selection is . typical. It includes prereading Questions to preview important ideas and postreading Questions that confirm or challenge students' understanding. Additionally, simulating many articles. difficult vocabulary is not glossed and becomes the students' sole responsibility to learn. This is an accurate simulation of what students . can encounter later. Helping students learn to .process such selections prepares them for academic success. o Review the meaning and the pronunciation of the variations of the term entrepreneur in the box. D ASk students how many syllables each word has and have them practice correct stress. D Have students complete the activity in small groups. o Facilitate a class discussion of good and bad economies. Ask students to identify indicators of healthy economies. o Read aloud the title of the reading. Elicitthat "lOOay's Lesson" refers to people learninga lesson about business. Reading: Today's Lesson: How to Start a Successful Business D Have students read this selection independently two times. OR, have them read with a partner. OR, tape record the reading and play it several times. D Remind students to take notes, marking important words and phrases. D Advise students to skim the article first then read it slowly so that they understand the ideas. D understanding What You Read "D Have students complete the activity independently then share answers with a partner. o Allow them plenty of time to complete aU eight questions then discuss answers. D Circulate to help students answer questions and check that they are staying on task. D Note that Chon Ki Son's rules in Question 2 apply to activities that business owners should not do. D Call on several students to share their answers with the class. 1« •• Mosaic 1 Writing 75 Part 1 ·;;ANSWER KEY %:,';1 :Jt's very unusual because young people ;;:;'~;;c6mmonlylisten . to elders' for advice. ''Age is , :, ,.>,'~ _':" -t,. ". ;':",',,: _' I,' - . _ - .' , '- .' • • ,')aespected" in Korea. (paragraph A) :': __ 1: ,,: \-:::~:: .. '. -c ,._. ."' " , , . _ • "2.Possible answers: (\~ •. Don't let yourself go bankrupt. '. .• . Don't buy property that you don't really need. :,' -~:-;sr~,~-:':'-:-:>"-' . _", _ -, - ;., '_ , ":U;:: .• ' Don't let your company grow too quickly. iJ;~~;Lb,:r.;C.F; d. F e.F ;;,?;4;ro~sible,answer: . . .... .'. 0W;j~;r;.T~e gbverri mentis lea rnlng.tnat entrepreneu rs, ;:i:S~t:prsman.b",siness owners,cancontribute toa ~t'}ti.~h~~I~Yecono~y. . ~:~J5;=They visit Silicon valley in order to see an ~,~!t~f~xample ofa 'higt1~tech-CommUnitY. .... . ',~i~~Parkd~veloped a software program that '. :tt:F;~'calculatesthe most efficient way tocut shapes ,'.. . metal. textiles, or leather; it probably ,',,""" "",..-.n ... him ··two years tolaurlch ,his·company ,lli::'l..aU~It: nobQdywas sure if he could' _- ,-'_ . '. -~. '. . ,,' ',' ~', .. ',: .. ' O .. C',,>.c_.r,Co D'nu"'rn ..... "'.".· is promoting ne~~st~rt'LJ~~by 'cdllec1tir'lg'rnoney for 'entreprenelJrswithnew strategy Thinking Critically: speculating • Read the information in the box with students. • Point out that we often use this strategy. Give an example of students' use such as speculating results of bad health habits (Chapter 4), or speculating what your life will be like when you finish school. 76 Chapter 6 .. ,. • Ask students to share examples of speculating from their everyday lives. • Confirm understanding of the strategy by asking a question: Do entrepreneurs speculate? How? D practicing Speculating ~ o Students should work in small groups to complete the chart. a Have them share their answers with the class and explain their reasons. D Gathering Information About a Successful Business o Students research a successful entrepreneurship. o Have students share the results of their research with the class. o Encourage students to choose a variety of current businesses. Part 2 Discussing Business D Matching Business Terms o DO an example with the class or have a student do one. D Have students complete the activity then compare answers with a classmate. o Review answers. Correct misconceptions. f) Answering Questions About Business o Encourage students to use new vocabulary as often as possible. o Have students complete the questions in pairs. o Ask for volunteers to write answers on the board. Have students write in complete sentences and support their answers with examples. %;f~ll~l~~rf~~~~~~I~, II Rewriting a Description of a Successful Business Best Practice Scaffolding Instruction The following activity is a scaffolding activity that presents a part of the final chapter assignment. The activity helps break the final essay assignment down into manageable steps. The more practice students get at this point with new vocabulary and organization of ideas, the easier the final assignment will be. o Have students complete the activity independently. o Encourage students to write as much as they can. including details. explanations, and more new vocabulary. o Have students show you both their Freewriting and their new paragraph. o Focus on correct and appropriate use of words and phrases and not on other writing points. EI Writing a Paragraph About a Company You Invent a Encourage students to be creative and have fun with this paragraph. o Compile paragraphs in a class "Business News Bulletin." EXPANSION ACTIVITY • Give students an opportunity to look at success broadly by reviewing topics from previous chapters then asking them to identify or connect one feature that contributes to success in business and a previous chapter topic. Following are topics from Chapters 1-5. ... Mosaic 1 Writing 77 part 2 1. Adjusting to a New Place, School, Culture 2. Cooperating 3. Relationships 4. Health 5. Technology • For example, for Chapter s's topic: Relationships, students can compare the importance of gOing slowly in business as well as in relationships. Give one or two examples then let students use their imagination and experience to make more comparisons. m Comparing Business Success with Other Types of Success o Model comparisons to get students started. OR. it students completed the Expansion Activity for Activity 4, direct their attention to their answers. o Have students work independently. OR, students can complete the activity in pairs or small groups. o Invite students to share their paragraphs with the class. 78 Chapter 6 .. I: • Part 3 paragraph Coherence Through Pronouns, Key Words, and Paraphrasing REVIEW POINTS • Go over the Review Points on the paragraph. • Have students cover their books and write down the three characteristics of a paragraph. • Ask volunteers to share their answers. NEW POINTS: COHERENCE • Introduce the New Points on coherence. • Check understanding by asking questions: What is coherence? HOw do you create coherence? HOW do you link ideas? EXAMPL~S OF COHERENCE • Work as a class through each rule and example. • Have students take turns reading and explaining an example. • Suggest and discuss alternate methods of creating coherence. o Recognizing Key Concepts o Have students complete the task individually. o Review correct answers as a class. ANSWERKEY'·-'- .'. ," , : - ::. ,_; "_ - .: "!' ~ ". :; - - r"" ~ ~ , • , .. :". Publicaccountin _. S~~,~I¥~slar~~ly§f(aUditing),:,< i~~i;i~J.li~tI~ 'And'.l:Is,tfie-tax rawstla\le-gr9'M1incre!asingIY<':'~ " '_COqlPleX, C()rpOrations ~s well as: individuals_ :_': - - -, ;'havehadto Utilize the servlces'at accwb~nfS:" - _ in 'preparing theirtaXformS.Bl,lsinesses. _ -.' '"governmenrage.l1cies.·anQ. nonpr()fit!,~--,,;· ... <,~_ .• ~_org~nii~tiQr1~aU employ public .cJ<;CQuntants:-:·· t: t .•.•. ~(':.;':~ith~fregl,llarly pr on a ,paft7 ~rnell~si~_.;~':A.:-:*jk/;¥ B Recognizing Key Ideas in TopicS.ntences o FOUoW the same procedure as with the previous activity, o Copy and hand out BlacklineMaster 14 "Recording and Recalling Key.ldeas" on page BLM 14. EXPANSION ACTIVITY Students can share their writing by simulating a radio program and pretending they are broadcasting on a popular talk show. This helps them practice their pronunciation and encourages them to doublecheck their writing before speaking. • ••• MosaiC 1 Writing 79 Part 3 ~.t:B Shaklee Corporation as(one of the mosO /.. successful companies in San Francisco ;'::" ~because the managers understood the l~~#; tniportance of ivin .both within and outside ::~'v the'co ration 11 was successful because ~~:i':,JoP':level management cared about the welfare ~1;;';b6t1f:it emplOyees aswell as the communitY in Which they did business. Their employees ;;,i: had access to free fruit-juice bars and the use >',,;., of the company's indoor health facility with '!"'%ii)~<:_'_,'-'-_""'- _ ._- . ' "'" . .," .,' ~~';:;~.;.itS 8.000~square-fobt track and cardiovascular. '~~""'." '.' '.. ..... . ." ;'i:/;ci,(;Hn.i~. 'onGe a yearthe headquarters closed for ~~~~;tr1~d(tYSo'e!T1ployees Coulqspimdlt at yolden' '. :~'Gaie 'Park participating in athletic events. .. ~rfC:sl'lakleetoroorationgave to the commu'nilY ;~"~~.,:~sweltTheY sponsoredthe Adopt2an-Animar ~~~;.Drogramat the san FranciscozO(). They helped '':'''·',ls,.e:ebtbeGOlden Gate Park Band aUve.bY .. :·. . -. spqnSoringthemusiciansfot one month :oi the' ~1':£>. y~~r'imd'enljsting eieven OtherCOr1JpanleS i:Js' . ",.,'" monthly sponsors. i~;~;:;::;\/-~-,~-~~~~:-/:-:::: ~~ . ;: :. -:" .. II Completing Topic Sentences and Paragraphs o Have students complete the activity independently. [J Have volunteers read their paragraphs to the rest of the class. • <T6'tJesliccessful in. business, one mu~t make' ':;'~iji~theor Sh~ can work ilard.Start-uP .. slnessestake time. money,skiii. and most .... "P6tU.ntIYhard .work .. in-order torn3intain 'one'S ,eW,aildp¢rseyeranceas.a business begins, ; r~t~~~~iJ$i~f;}ssperson must .~highly motivated. ~,'$uc~Ssfuientrepreneurs knpw that their' ". ;~~£;~chievementS are the result ohery hard work, ~7',. -', - - " - ". . - . .. 80 Chapter 6 .. " D Writing Synonyms for Key Words and Phrases o Divide students into teams for this activity. o Have teams compete to complete the synonym chart first. o Check answers as a class, g Rewriting Paragraphs for Coherence o Partner students in pairs that will be most productive. o Have students complete the activity. OR, do the first paragraph with students as an example then have them complete the activity; coherence terms are underlined in the Answer Key sample. • REVIEW POINTS • GO over the Review POints on introductions; • Check understanding by asking questions: What's the purpose of an Introduction? Why is a general-to-specific introduction like an inverted triangle? 'r: conctusions Best Practice Activating Prior Knowledge Linking new material to what students already know makes learning faster and easier: In this chapter, conctuslons are presented in comparison to introductions: Introductions were presented and practiced in Chapter 5, so students will find conclusions somewhat familiar: NEW POINTS: CONCLUSIONS • Review the New Points on conclusions: • Point out that restating the main idea completes the essay because it reminds the reader of the key poi nt, or the purpose, of the essay: WRITING CONCLUSIONS '. Discuss the specific-to-general conclusion with students. • Read the example conclusion and review the sentence types. • Draw the general-tcrspecific Introduction inverted triangle and the specific-to-general Concluding triangle side by side on the board as visual reinforcement for students. label the triangles. m Working Together to comPlete. Conclusions o Read each statement with the class: o Have students brainstorm specific ideas the conclusions should contain and list them on the board. o Have students complete the activity in small groups. o Invite groups to share their answers with the class: ••• Mosaic 1 Writing 81 Part 3 ··?td~ent .. BbokpageS··1f1\;··:118 " .... ',"",' __ ',", _ -._ ,' ... '_c'-',,'·,: .. II Rewriting conclusions From a past Essay o Have students complete the activity independently. o Have them read each others' rewritten conclusions before giving them to you to read. Writi ng Product II Writing About Success in Business o Encourage students to develop paragraphs they have written in previous sections. 82 Chapter 6 ••• FocUS on Testing Conclusions on Standardized Tests • Read through the information in the box with students. • Point out the guidelines for responses on the TOEFL writing tasks: 200-250 words in 20 minutes and 300-400 words in 30 minutes. This is a minimum of 10 words per minute and should be a goal tor students in the Freewriting activities. • Emphasize that students will probably not want to write a complete conclusion on a timed writing test They can choose to write no conclusion at all and focus on the introduction and body paragraphs. (point out to or remind students that conclusions are necessary for assigned essays in academic courses.) • Complete the Practice activity as a class. • Answer questions and clarify points as you read. • Compare conclusions to introductions as the triangle diagram noes. -',_"'-, ... :-. ';~3 ,~_- :c:-: __ ,,~.", _\,' :.' .-:>:",< -. ,'. ~':<-~>' ,'_,:" '_< , . __ c·._.-::. part 4 ' o Have students score their writing first then pass it to another student to score. o Encourage students to talk to each other about strengths and weaknesses of their writing. o Finally, collect and score each student's essay. o After scoring, students will revise this essay or an essay from a previous chapter. Best Practice cultivating Critical Thinking: Revising Many believe that revising one's writing is the most difficult stage of the writing process. First, it is necessary to identify the parts to revise, and then the writer must know how to change and improve what he or she wrote originally. Because students are so resistant to revision, teachers have the added responsibility of motivating students to revise. Help students by using the rubric to evaluate the writing. RI !~, I E EXPANSION ACTIVITY Help students who did not receive a '3' on their . writing by using an upside-down rubric to steer their revision. Copy and hand out Blackline Master 15 "using a Reverse Rubric to Guide Revision" on page BlM 15 for students to use. Have students highlight areas they need to improve at the appropriate score point level then jot down how they will rewrite and improve their , I 'I. writi,ng. Students can do this in pairs to inCreaS~! objectivity about their writing . . L... Self-Assessment Log o Have students complete the log. o Put them in small groups. Ask them to find an example of each activity or information related to each activity. o Have students share their responses with classmates. You might have a student tally the responses to see which activities were most helpful. ... Mosaic 1 Writing 83 In this chapter, students write about a great leader. They think and talk and collect vocabulary for describing world leaders, historical figures, and memorable leadership. Students read about common characteristics of leaders that span different fields, geographical areas, and historical periods. Students are invited to share information about leaders they admire, from their countries or elsewhere. They study the difference between general and specific details, learn about different kinds of specific information, review word forms in order to expand their vocabulary, practice organizing an academic essay, and learn about rubrics on the TOEFL ®. o Read the chapter title, "Remarkable Individuals." Share with students your opinion of what a remarkable individual is. o Elicit the Genre Focus. Have students look at the writing Product and guess key features of an essay on a great leader. Review the Rubric for Writing About a Leader You Admire and the characteristics of a '3' (Excellent) paper. o Call on a student to read the quotation and ask others what it means. o Direct students' attention to the photo and ask questions: Who is this? When did he live? Where was he from? Why do people follow this leader? o Put students in pairs to answer the questions in "Connecting to the TOpic." Have students compare answers. List the qualities they name on the board. Chapter Overview Genre Focus Analysis Writing product An Essay About a Leader YOU Admire Preparing TO Write Talking About Characteristics of a Great Leader Brainstorming About Great Leaders Freewriting Readings: Great Leaders in the World and A Great Leader Gathering Information: Interview TWo People About Leaders They Admire Focusing on Words and Phrases vocabulary About Leadership Using Word Forms Organizing and Developing Your Ideas Ordering Paragraphs in an Essay Supporting General Ideas with Specific Infornation Critical Thinking Analyzing Leadership organizing Information From Two Reading Selections Distinguishing Between General and Specific Information Analyzing Order in paragraphs Predicting Essay Organization c: Focus on Testing Rubrics and Writing Tasks Evaluating Your Writing Rubric for Writing About a Leader You Admire Self-ASsessment Log '.~-.> Vocabulary Part 1 Getting Started II Talking About characteristics of a ,. Great leader Best Practice Interacting with Others Social learning can be especially effective when students discuss a topic about which they likely have strong opinions: the qualities of a great leader. Through pair and partner work such as this, students share background knowledge, vocabulary, and opinions that are lively departures to the new chapter topic. o Have students work in pairs to discuss the photos and jot down three characteristics of great leaders. o Encourage students to generate as many descriptive characteristics as they can. fJ Recording Information About Some • successful Great leaders o Model the activity using Gandhi as an example. Refer to the photo and answer each question in the chart. o Have students complete the chart in pairs. o Encourage students to guess information they don't know. o Explain that they will learn more about these people and can complete the chart as they complete this section of the chapter. 86 Chapter 7 ... ANSWER KEY ,Ref~rtop~otpc~~tiQhs'for~r!;V>letstdqUfa~,@n~ '. 'in the last tliree columns 'of. chart, ' ' '. ",.,-, D Brainstorming About Great leaders o Students brainstorm five leaders they admire. D Highlight new vocabulary as students try to use new words or ask you for help. Write the words on the board. Model them in sentences or phrases. D Have students share their work. ::/ .: .':-_;: ~.;_:' :1:.';~·" .. ' '-,::,',~ . ~ ""-""r~':_:~;-~;;, ,":,'; :.:_.c ~~, ;.:, ': -. ;:;'~.,~.~., .:. _... '~r.-~':;:(\r::>:·~:~: .. :.:' ..... d.. '.~I ~_"',~;Y.;,·,,~,.,:_-~~; ,' . .; y~~.,Y,.,; ... '.' . .} ..•. ', ,'_''-:i.:''',',>;". .'.' J," .:.~,~ '-r"u,' ·'.A.N. ,SWER.··KEY.· ..•••. ,·~,· ... ;.i; .',.~;.;': "i;.·,<,'i . . . . . '.':·.·'>:::.:i~\;: ~- .. ,;~.;< '.:'::: :;-:i'1~';:::'>: -: .: y - ' _ ..... .' .', _ -'. > '_ .••• _ • • .' -': 1 _'.'.~' ~"- ., .'-:~; ,,:,C~><'" ~-:"; ··:C:.~,-~/y~>r;"',. ~ ,.,', .' ... ·._c··'.:.;. , R ,~,.. EXPANSION ACTNITY EPRODUCIHLf Have students create a master HClassroom List of Great Leaders" to display and refer to throughout the chapter. • Bring in a large poster and a magic marker. • Copy and hand out Blackline Master 16 "Great leaders" on page BlM 16 for students to use to compile their individual lists. • Have students copy the names of leaders they chose on to the poster. • Display the poster. Have students add names as you go through the chapter. D Freewriting About a Great leader and HiS or Her Accomplishments o Encourage students to write steadily for 15 minutes. . I 'I ',:.,.,'''.'. ~ '. ;:,.:: }.~~ ". 'r., .•• .,-,,~:: )~ ~ o Have students read their Freewriting to the class if they wish to. o Remember to prioritize fluency over correctness. g preparing to Read Best Practice Making Use of Academic Content The reading selections in this chapter reflect the level of material students are expected to read and produce in college and university classes. Howard Gardner is a well-known scholar on intelligence and Robert Masolele is a nursing student who first had to meet general education requirements in reading and writing. Exposing students to authentic academic content helps them simulate the demanding experience of academic coursework and prepare to succeed in their education. o Direct students' attention to the chart in Question 2 of the activity. Pronounce the leaders' names and have students repeat. o Have students complete the activity independently. OR, have them answer Questions 1 and 3 independently and work with a partner to complete the chart in Question 2. o Encourage students to name more leaders at the bottom of the chart. o Have students share their answers with the class. .. -,., " --, -' --," ,,' - -.- ... - . . ··f~~~~~~~i'\i;;~j:::i:':::::~: • '.' ,'; r: "~ ~wh.~ci.m~.thiri~~#l~J~der caB'soJ~g,a:;.,~~';}', ~ ''; ',' p~~!~'~~~:,·~,""~)~1r:l~:'j:::."',';r~·.y::·:':~'ilt·~Z'h:·! .• ·'~:~f:~·."~t;··.··· • 'when the leaderhas h~d 'successiNithan: -: : .impqrWD~:J~¥.~~~{f:)U·.··,~tU:·i: .••• ··.··.;f-':;~;./::~-~<·,:;g.tL·: '., whentheleadeFls:~~~remelYlikab'e(:t'·:,·", ·r~r';:il~~18%lj,~1!~~'~~1'i m ReadingAbout Leaders Reading 1: Great Leaders in the World Reading 2: A Great Leader o Have students read each selection silently. OR, have them skim each reading first for main ideas then read it slowly for comprehension and details. OR, read Reading 1 together as a class and have students continue with Reading 2 independently. o Advise students to take notes and highlight key words and phrases. fJ Understanding What You Read Best Practice Cultivating Critical Thinking: Connecting Information from Two Sources Students are often asked to synthesize material from various sources. The ability to synthesize is an important critical thinking skill. In this postreading task, students apply one writer's theory to another writer's Information. Practicing activities such as this allows students 10 build the critical faculties required to accomplish research and synthesis of materials especially in higher· level university work. .... Mosaic 1 Writing 87 Characteri stics Chronology of successful of Nyerere's .. Leadership leadership Story/Message • Background c",:':; as individual .: and pOlitician • Early years and skills • Embodies • Becoming a . story politician • story • political I··:· tecome: actions I··; .. '.'" 1··:···. more sophisticated .. •. Leaclership • Embodying , ;.,j,qppt(nues for his vision . .. , .:::i.llqng time ~.:FI!iXible • Retirement Part 1 o Students can complete this activity in two steps: First. they can review Reading 1 then complete column 1 of the chart. Next. they can answer Questions 1-5 and complete the rest of the chart. o If needed, clarify that students use Columns 2 and 3 to show how Nyerere and a leader of their choice exemplify Gardner's ideas. o Review the example. Have students complete Column 1 of the chart and exchange answers with a classmate. o Have students complete the rest of the activity. Allow plenty of time for them to look back at the reading selections. o Discuss answers as a class. 88 Chapter 7 •• :t ,'. ,'~- ,,'. _- '~i '.' '_'-_ " .' J.e()s~ible answers: •• has a message _ ... :.";-"" -' " " . . I!"ha~theability to speak well publicly·· ~~if~~i~~~~sc~::~ges others in autoorhy :vel~earlyin life :~:/'-' " ,_ ... ~:~,:~;--;~::,-~>~:.:.-:.- -. '~,,:o, '.' __ :-_. " , __ ." _ _: ... "'":->_,",:. _ .. ~:<~2;a;'Successfulleadershlust be able to ~ .. ~i;)t~3:1~i~;j~~II'h'qM~HC.. ., '.... .' .. ;'> . ')~,,?;;;b.'5toriesabciut identity help people to ,.;riiiHdiscoVer·Who·they are. where they caine ;r::!''':1frofn·and.where they are going . . ·}:8:Greatleaders consider defeats to be ., ,'·,:'/,:QPportunities. . .:;:·:~:'~~~i91~ansYJ~rs: .. . ..... <"'~; •. l,'wa~president of Tanzania in EastAfrica \:'.~·~:t;:';:;;':~~s,iriYaLto his family and country .. '/:;~'i'L~,:;';was not from a wealthy family ;;,',,~,t~:'.&,.~i~'~ell}~ school . . .. .. .'. . .. '}.:".;\.';'Was a teacher who spoke out about his . "':Ic,/,.-ti(:>piniorl... .. . . . ;.·worked to unify different groups in his . country strategy Thinking Critically: Distinguishing Between General and specific Information • Read the information in the box with students. I I J ~--~--------------------------~-- • Check comprehension. II Practicing Distinguishing Between General and Specific Information o Have a student read the instructions aloud. o Go over the example as a class, Explain to students that facts are general or specific in relation to one another. o Have students complete the activity in small groups. [J Have them share answers with the class. 6 Gathering Information About More A Great Leaders Best Practice scaffolding Instruction Scaffolding Instruction involves preparing students for complex tasks by giving them practice in the smaller, separate skills required for the final assignment. In this activity students take the vocabulary and knowledge they have accumulated about great leaders outside the classroom. The previous opportunities to describe and discuss leadership with their classmates is the "scaffolding" that has prepared them for this authentic communication activity. o Students should be well prepared to complete the activity. o Remind them that this is another opportunity to learn about leaders. o Encourage them to interview several people and include native-English speakers. ,ANSWi:R)(EY ·<MSW~tj:WiIIVatYC . ; -, ,;;::!;. ':. :.' -~: .-~~.:~~ ',,"~~. '.' .. . - ~. . . -: - :., .: " •• Mosaic 1 Writing 89 Part 2 ·;·iFOCUSibgOhwofdS;~rldPhfases , .... lIlatW,lliiL'iIM§fi!.M4i1ii., For the following activities, have students bring pictures of great leaders. Post these on the classroom wall in a Great Leaders Gallery and have students match new vocabulary and expressions to the pictures. Students can i describe for classmates their favorite individual ~aders o~~eader~hiP styles. II Matching Vocabulary About Leadership o Ask students to complete this activity as quickly as they can. D Advise them to match parts of speech such as nouns to nouns. fJ EXpanding Your Vocabulary by using Word Forms o Have students complete the chart with additional word forms. o Review the example term, "example." o Allow students to work together to complete the chart. o Feel free to help them add as many words as possible to the chart. 90 Chapter 7 •• to Adverb x· x colonially IJ Completing Sentence Frames o Students can write about one leader or several leaders. o Model the activity using Question 1 as an example. Point out the correspondences between the information that is filled in: who affected whom and/or what and what and/or whom was affected. o Remind students to adjust grammar as necessary. For example, if writing about Eva Peron in Question 1, be sure the verb is past tense. it:~ltl~~i~~~~t()!~¥ ••.. · i'·';'Answerswill·.yary;PosSlble·.answers:;.;. ·~·:~:~~··C::';~_>X-:';j·.~;'::::::.?-~::~~'_:i ;.r;-~·,','-!~.-::·;~~:'?f·:~~· :.~}:~(;-2._$:'~:jJ::;t~.·.-,/::~ .~-:_-;, ,~-:).::kj·~<;-· --: >': .. -~'. ~'. -:;'->" __ - : -- - .: ;·.;:J.l:va.Per(m".s!gnificantl}faffected.thethoughts, ~;I~~~~~~J~{\~r~~~!i:~"['t:· •... ':·· .•••• ~ .. ·2,.,·J,imrriYp~rt~(sa<:;t!ons';$~rVeas·anexCimple :";;:::;;'QthliJ1,~s~g~~(Re~fhdgJ~'~in~14) •. .. .. 3.(j~rI~hiWas,aPle .: t6cohvince··peoPle. throughout the world that he embodied the . story he told. (Reading 1, LineiO) . . . .' . ············',·studen II Writing a paragraph About a Leader of Your Choice o Have students focus on one leader. o Suggest that students choose now the person they will write about at the end of the chapter. OR, if students are interested in two or more leaders, suggest that they use this practice paragraph to explore their level of interest in one of the leaders . . ·.ANSW~R·Ke'( .. ~?~~~~;J'M.~;~?>~<~.4~·'~fs.~< ;::;'~:j:~_;:', _ ~·:f:c<:-." ,; .,Ai:1$~~Wln yart ..... :_ :;~'~.;·~~:-~.;··~J~'i:,\,~ ~~:_~_~:z~' };~':::-.;':";~ .. ':~ - c ~ , .. ~ . " .. Mosaic 1 Writing 91 D Predicting Essay organization o Have students analyze thesis statements then predict essay organization. Part 3 Organizing Your Essay REVIEW POINTS • Direct students' attention to the Review Points on coherence and conclusions. • Elicit the information from students by asking questions: What are three ways to create coherence? What is the purpose of a conclusion? NEW POINTS: ORGANIZING IDEAS • Introduce the New Points on ordering and organizing ideas and information. • Read the information in the box and ask questions: How can a graphic organizer help you write an essay? What are two kinds of graphic organizers? HOW does a thesis statement help you plan an essay? STUDYING ORGANIZATION IN A READING • Review this section as a class. • Read the thesis statement from "A Great Leader" and review the outline from the essay. • Stress the final point that the complexity and quantity of ideas and information as wen as your purpose influence essay length. • Check. comprehension by ask.ing questions: How is the Nyerere essay organized? What three parts of Nyerere's life does the writer highlight in the thesis? ~l Rr, "')l,"(I, I EXPANSION ACTIVITY • Copy and hand out Blackline Master 17 "Timeline of a Great Leader" on page BlM 17 for students to record important dates and events in Nyerere's Hfe. Point out that the timeline is frequently used to chronologically organize events in biographies and histories. 92 Chapter 7 ••• a Briefly discuss with students ways to develop and organize ideas in an essay. These are sometimes referred to as types of essays or purposes for writing: cause/effect comparison/contrast definition process narration/anecdote chronology example/illustration o Have students complete the activity independently. OR, if they have difficulty, have them complete it in pairs or small groups, classification/division problem/solution o Have students share their answers with the class. .. using a Graphic Organizer Best Practice Organizing Information using graphic organizers to clarify the relationship between ideas helps students clarity their thinking and their writing, but selecting the best organizer for the material takes practice. In this activity, students practice this skill by matching an organizer to the material or to their ideas of how a thesis can be developed. a Have students complete the activity individually. a Circulate as students work and help students who are having difficulty. II Practicing with Different Graphic ,. Organizers Best Practice Activating Prior Knowtedge linking new material to what students already know makes learning faster and easier. In the previous activity. students worked independently to select and use an effective graphic organizer. In thiS activity, they win do the same, but this time with a partner. For some students, working with others is challenging, so connecting the task to something they've already done makes it easier. a Review the graphic organizers students have worked with in Chapter 1-6. a Explain to students the Importance of having a repertoire of organizing tools: to help them Quickly organize their ideas for any writing assignment. a Have students develop ideas for the three thesis statements then compare answers with a classmate. Writing Well-Developed paragraphs NEW POINTS: SUPPORTING GENERAL IDEAS WITH SPECIFIC INFORMATION • Review the New Points with students. • Elicit examples from students of a fact, statistic, and other specific information that can support a general idea. • Stress the importance of anticipating readers' questions and answering them. Ask students to recall a news program that did not answer their Questions on a· news event or story. STUDYING PARAGRAPHS FOR SPECIFIC INFORMATION • Read through the activity with students: the starters, the chart, and well-developed paragraphs. OR, have students complete this activity·in small groups. • Discuss the detailed paragraphs with students. Elicit opinions on whether or why these are better because they answer questions. • Have students discuss any additional questions paragraphs could answer. D Developing paragraphs from ,. Questions o Tell students that they are going to practice answering readers' questions to develop a paragrIjph. .. ..... Mosaic 1 Writing 93 part 3 .•. , SttJd~,ht·c",s6gK"pa:g~S"::j'.~1'~"':.3,::,",~g":'",";.;:',. i .... -; o· iL" .:.::',";' " _ ~..- "~ .• c _ o Have students look at the photos, and ask what Menchu, Mandela, and King have in common" Elicit or say that all of them won the Nobel Peace Prize, o Ask students to pay particular attention to the questions. Note that they can use the Internet to answer questions, check reference books, or ask reference librarians for help. o Have students work in pairs to choose and rewrite a paragraph. o Have some pairs share their paragraphs with the class. II Developing paragraphs from Questions • after Each Sentence o Students practice developing a paragraph by a similar method of answering questions. o Model the activity by developing paragraph A with the class. (Note the questions in boldface in the Answer Key.> 94 Chapter 7 .. " o Encourage students to ask questions that are meaningful to them. o Note that students' individual questions will result in slightly different paragraphs.: