Huda Essa The American Huda Essa grew up in America. She did not feel like a normal American. She saw Americans in books and on TV. T ey did not look like her family. T ey did not pray like them. T ey did not eat the same foods. T ey only spoke English. Essa hated feeling diff erent. She wanted to fi t in. So, she changed herself. She did not speak her other language. She changed her hair. She even tried to change her name. Essa grew older. T e feelings did not go away. T en, she visited her parents’ native land of Palestine. Her other language was normal there. Her family’s customs were normal there. She learned a lot and felt proud of who she was. Essa is a normal American. Americans are not one skin color. T ey do not speak only one language. T ey are from all over the world. Essa became a teacher. She asked her students to share their name stories. T e students felt proud and learned a lot. T is inspired Essa. She wrote a book about names! Essa wants people to feel welcome and included. She writes books and speaks about this to people around the world. She teaches people to love themselves and others. —Huda Essa I m a g es c o u rt e sy of H ud a Es sa 7/12/21 3:59 PM 7/12/21 3:59 PM Owl Acrostics JERRY AMSTER/AGE FOTOSTOCK Over the treetops Wings don’t make a sound. Listening for their dinner, Silent night hunters. Only at night… Who! Who! Goes their cry. Lonely singers Saying hello. Open saucers. Wide eyes. Looking in the dark, Seeking. Owl Acrostics JERRY AMSTER/AGE FOTOSTOCK Over the treetops Wings don’t make a sound. Listening for their dinner, Silent night hunters. Only at night… Who! Who! Goes their cry. Lonely singers onely singers onely Saying hello. Open saucers. Wide eyes. Looking in the dark, Seeking. © Teacher Created Materials i10885—Language Power Red Level B—Text Card Set i10885-i10889_LP Grades 3-5 Level B Text Card.indd 1 112 Sequence Text structure key words talk about it work together basil: an herb that is used in cooking The chef added basil to the sauce. ingredient: one of the things used to make a food Cinnamon is a key ingredient in my aunt’s French toast. stall: a booth, stand, or counter where something is sold Jill has a stall where she sells the jewelry she makes. typical: normal or usual On a typical weekday, Lily has school for seven hours. • How is Salomé’s daily routine similar to your daily routine? How is it different? • What words describe Salomé’s personality? What details in the story make you say that? • Is a daily routine a type of pattern? Explain. Salomé is looking forward to having spaghetti for dinner. Find out your classmates’ favorite foods. • Ask your classmates what their favorite foods are. • Tally the results. • Discuss which foods are most popular. Why do you think that is the case? FIRST NEXT THEN LAST ©TIME For KIds ISBN 978-1-4258-6410-1 essential question How do patterns help you? 3B Build English Language Proficiency! Build students’ English language proficiency skills with level-appropriate text sets, engaging activities, and carefully crafted lessons. Ideal for classrooms with English learners, every kit includes rigorous language development instruction to support students with diverse backgrounds as they practice and develop skills in all four language domains. Lesson Summary In this lesson, students use connecting words, write about personal trips, and discuss changes in transportation. They support opinions and form and use the simple present tense to convey ideas appropriately. Vocabulary Word Bank • climb ★ margin • then ★ finally • next • trip • first Before Reading Building Background Knowledge and Vocabulary 1. Show students the front cover of the fiction book. Tell them that Central Park is a large, famous park in New York City. Point out the word trip. Model tripping as you walk. Ask students if they think that is the meaning for this title. Tell them that a trip is also when you travel from one place to another. What is the story called? The story is called Central Park Trip. What is a trip? A trip is when you _______. 2. Read students the back cover of the book. Tell students that you predict the story will be broken into parts. Share words that the boys in the story can use to tell their family about the trip to the park (first, second, third, last; first, next, then, finally). Talk about different meanings of finally (in the end, whew!). (You can also share the vocabulary picture cards provided in the Digital Resources.) What words can you use when you retell a story? You can use _______. 3. Talk Time: Show students the pictures on pages 2–3 and 18–19. Have pairs of students discuss whether each picture shows a bus, a train, or a subway, and how they know. What are they riding? They are riding a _______. How do you know? I know because _______. 4. Talk Time: Guide students in labeling the pictures in the Student Guided Practice Book 1 (page 40). Then, have students mingle and ask one another the question at the top of the page. Any student who answers “yes” to the question should write their first name at the top of the correct box on the interviewer’s paper. Guiding Question How are types of transportation alike and different? Central Park Trip 921716—Language Power—Unit 3 Lesson Plans © | Teacher Created Materials 12 922935—Language Power—Student Guided Practice Book © | Teacher Created Materials Name: ____________________________________ Date: ______________ 40 Ways to Go Directions: Write each type of transportation below the matching picture. Then, ask your classmates, Have you traveled by _____? If they have, they should write their name in the top of the correct box. Word Bank bike boat bus car foot horse plane subway train 1. _____________________ 2. _____________________ 3. _____________________ 4. _____________________ 5. _____________________ 6. _____________________ 7. _____________________ 8. _____________________ 9. _____________________ 1 40 Management Guide High-Interest Readers Text Cards JAMES RODRIGUEZ— GETTY FOR TIME FOR KIDS (4) Guatemala is a country in Central America. Here’s how one girl who lives there spends a typical day. My name is Salom Hernandez Monroy. I am 10 years old. I live with my mother and grandfather in Antigua. It is a small city in Guatemala. 5:00 A.M. I wake up and have cereal with my mother. Then I watch Disney Channel for half an hour until my aunt, cousin, and grandmother pick up my mom and me in their car. 6:15 A.M. My mother, grandmother, and I get dropped off at school. They work there at the food stall, serving the students. I am ready when my first class starts, at 7:30. 9:50 A.M. Today, my classes are social sciences, Spanish, math, English, Kakchiquel (a Mayan language), and computer science. I also have recess. 2:00 P.M. When school ends, I wait for my mother and grandmother to finish their work. I do my homework. I eat rice and meat-and- bean stew that my mom made for me. 5:30 P.M. Back at home, I read my new book about the music group One Direction. Then I help my mom wash fresh basil from our garden and chop black olives. These are ingredients for our spaghetti dinner. Yum! By 8:00, I am ready for bed. Good night! Hernandez Monroy. I am 10 years old. I live with my mother and grandfather in Hernandez Monroy. I am 10 years old. I live with my mother and grandfather in G U A T E M A L A A me ric a So ut h P a c i f i c O c e a n A Day in the Life ©TIME For KIds 3B A Day in the Life NARRATIVE NONFICTION USE TEXT FEATURES 3B ® original fully vector logo, restored 2/2015 (Old embedded letter “S” that we created as ver 7, we decided was NG. This is now version 8) i28644 ©Teacher Created Materials, Inc. bed. Good night! Lessons Student Guided Practice Book Assessment Guide LANGUAGE POWER 2ND EDITION Grades K–8 Look Inside: tcmpub.com/LNGPWR-cat ENGLISH LANGUAGE DEVELOPMENT (ELL/ESL/ELD)
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