ELDA 2 SOL Week 20

ELDA 2 SOL
Week 20

Unit 3 Lesson 58

Fear of Teens

ELDA Objective: I can express ideas and feelings such
as opinions about fear.

Language Objective: I can communicate with
classmates using a variety of types of sentence stems
about fear.

Vocabulary

Boundary

Feud*

Grant

Identification*

Obvious*

Reconciliation*

Release

Terror*

Vocabulary

Boundary

Something that marks the edge or limit.

Feud*

Anger, unfriendliness, or fighting between families or related groups that lasts
for a long time.

Grant

To present or give what is asked for/ to admit or accept

Identification*

The act of showing who a person is or what a thing is/ Something that proves
who a person is

Obvious*

Easily seen or understood/ Clear

Reconciliation*

The process of bringing into agreement or consistency/ The act of reconciling

Release

To set free/ To let go of or loosen/ to allow to be shown, sold, or published

Terror*

Very great fear/ something that causes a great fear

Warm Up

Answer all 3 questions!

1.

Why do some people fear unexpected things?

2.

Rank the following fears
a.

The Unknown

b.

Failure

c.

Death and injury

d.

Animals or insects

e.

High places

f.

Crime and violence

3.

Complete the following sentence stems
a.

I ranked ______ to be the first fear of
teens.

b.

I ranked ______ to be the last fear of teens.

Together we are going to read

Multiple Choice

Which of the following details is MOST important to the development of the article's CENTRAL idea?

• One brilliant high school teacher in Massachusetts found a solution, and people on Twitter are saying they are "willing to pay money for it."

• He wanted to understand and connect with his students, so he started asking them what certain words meant.

• The student told USA Today that she referred to Callahan as a professor in the tweet because "the word teacher didn't seem dignified enough to describe him."

• He wanted the students to help him update the definitions of "bops" and "jams."

Multiple Choice

What is the relationship between the following selections from the article?

Since September, James Callahan of Lowell High School has been keeping a spreadsheet of all the everyday slang terms his students use as well as his attempts to define the words.

In the yellow column on the right, Callahan attempts to define each phrase using a formal interpretation of what the students say.

• The first selection is a main idea while the second is a supporting detail.

• The second selection is a main idea while the first is a supporting detail.

• Both the first and second selections are supporting details for a main idea.

• Both the first and second selections are main ideas of the article.

Multiple Choice

Which of the following answer choices would BEST describe James Callahan's reaction to his slang dictionary being posted online?

• Callahan felt that it was both surprising and amusing that anyone would care about a slang dictionary.

• Callahan felt that it was both exhilarating and daunting for his slang dictionary to get so much attention.

• Callahan felt that it was both stressful and frustrating to keep up with the new words that people are suggesting.

• Callahan felt that it was both scary and embarrassing for his slang dictionary to go viral on Twitter.

Multiple Choice

Which option BEST explains how Callahan's students interact with the slang dictionary?

• Students translate academic words into common slang.

• Students look for new slang words online to add to Callahan's list.

• Students read Callahan's dictionary to learn slang words they didn't know.

• Students suggest new terms and help Callahan form definitions.

Create a Word Square with a new vocabulary word

Definition:

fighting between families or related groups that
lasts for a long time.

Important Characteristics:

●Lasts a long time

●Arguments

Example:

Romeo and Juliet’s family had a big family feud for
years.

Non-Examples:

Peace

Feud

Create a Word Square with a new vocabulary word

Definition:

Important Characteristics:

Example:

Non-Examples:

Complete the following sentences using your Word

Square and Practice Saying them to present.

● My word is ________, and some characteristics are

__________.

● An example of the word _______ is ___________.
● a non-example or antonym could be __________.

Closure

ELDA 2 SOL
Week 20

Unit 3 Lesson 59

Fear of Teens

ELDA Objective: I can express ideas and feelings such
as opinions about fear.

Language Objective: I can communicate with
classmates using a variety of types of sentence stems
about fear.

Warm Up

★

Which words can be used
to describe the details and
the mood of the image
○

Is it sunny or foggy?

○

Does it look scary or
safe?

○

Would you want to go
there?

○

Share ideas amongst
each other before
sharing out to the
class..

The Interlopers T416- T417

A hunter waits alone in a dark forest.

What makes this hunter unusual--and dangerous?

Read pages 416-417

★ What argument do the two families have? Can this type

of argument last a long time?

● The argument the families had was ________.
● The argument can last _________.

Open Ended

What argument do the two families have? Can this type of argument last a long time?

The argument the families had was ________.

The argument can last _________.

What do we know about Plot Structure?

Open Ended

What do we know about Plot Structure?

Draw this chart in your Journal.

● Who is in the story?
● Where is the setting?
● What is the conflict?

In your groups, draw the following chart on construction paper.

Complete the exposition and rising action.

(Exposition: Characters and setting)

(Rising Action: Conflict)

Create a Flip Video

Describe what you have learned about Plot

Structure in a short video.

ELDA 2 SOL
Week 20

Unit 3 Lesson 60

Fear of Teens

ELDA Objective: I can express ideas and feelings such
as opinions about fear.

Language Objective: I can communicate with
classmates using a variety of types of sentence stems
about fear.

Warm Up

★

How do you think the family tree will affect the men and their
life-long feud?

○

Talk to your table about their feud

○

Write in your journals about what you discussed.

Draw

How do you think the family tree will affect the men and their life-long feud?

Wreckage

What does this word mean?

What does this word mean?

How do we figure out what it means?

Wreckage

Read pages 418-420

★ Talk about the following with your group.

○ What connections do you have to the

characters?

○ Brainstorm emotions the men might feel
○ Share about a situation in which they had

conflicting emotions

Read pages 418-420

★ In your journal complete the following…

○ The men feel _______.
○ I have felt _______.

Open Ended

The men feel _______.

I have felt _______.

Compare the elements of the two pictures.

Page 415

Page 420

Exit Ticket