Unit 1 Generations and Vocabulary Intro

Word Cloud

In the unit, we will discuss the word generation. What other words relate to generation? Place your answers below.

Generation Answers

Family

Traditions

Relatives

Holidays

History

Heritage

Culture
Life

Lessons
Teachings

Open Ended

What are three things that you have learned from someone who is 20 years older than you? Were these lessons valuable?(Must be school appropriate)

Poll

Do you believe that 20 year from now you will be teaching a teenager similar things?

• Yes

• No

Agenda

1. Bell Ringer

2. Norms

3. Objective and Standard

4. Mini Lesson

5. Engage

6. Independent Practice

7. Exit Ticket

Norms

1. JAG 0 WHILE MS.

NORMAN IS

DELIEVERING THE

LESSON.

2. ASK QUESTIONS IF

YOU DO NOT
UNDERSTAND.

3. WORK

COLLABORATIVELY

4. COMPLETE THE

WORK

5. USE ONLY POSITIVE

AND SUBJECT
VOCABULARY

6.REMAIN SEATED

UNLESS TOLD TO GET

UP.

7. FOOD, DRINKS,
SNACKS, EARPODS,

CELLPHONES SHOULD

BE PUT AWAY.

Learning Objective

• Connect:

• In our last unit our theme was People & The

Planet. Our essential question was: What effects
do people have on the environment?

• Today we begin our 5thunit. The theme is

Generations. Our essential question is: What can
one generation learn from another? Today we
will discuss some examples of things that one
generation can learn from another.

Standards:
SL1: Engage in a range of discussions on grade
7 topics
L4: Determine or clarify the meaning
of unknown words

• In today’s lesson,

• I will teach you formulate your

understanding of the academic terms for
our unit by thinking about related words,
and predicting the meaning using the
following steps:

• (1) Read the word and its root.

• (2) Infer a possible meaning of the word

based on background knowledge.

• (3) List two other words that uses

Mini Lesson (5-10 minutes)

Draw

Using the the word consequence on the next phase of the sheet, complete the following with your group:

(1) Write a possible meaning

(2) possible related words

Engage (5-7 minutes)- Talk with your group; determine the
meaning; Jag 1; remain seated. Be prepared to discuss when time is called.

Poll

Read and analyze how author's express their point of view in texts

• Level 1 (not well)

• Level 3 (somewhat well)

• Level 5 (very well)

Poll

Expand your knowledge on academic vocabulary

• Level 1 (not at all)

• Level 3 (somewhat well)

• Level 5 (very well)

Poll

Writing a nonfiction Narrative in which you use dialogue, transitions, and unique experiences for the character.

• Level 1 (not at all)

• Level 3 (somewhat well)

• Level 5 (very well)

Poll

Use a variety of words to provide interest.

• Level 1 (not at all)

• Level 3 (somewhat well)

• Level 5 (very well)

Independent Practice (30-35 minutes)- Jag 1; work in
partners, groups, or individually; remain seated; complete work!

Agenda A (15 minutes)

Agenda B (15-20 minutes)

Agenda C Family Generation
Assignment (15-20 minutes)

Complete the graphic organizer for
the following words:
(1)Perspective

(2)Notable

(3)contradict

Once finished, move onto Agenda B
or C.

Choose one to complete.

Generational Differences.

Go to the following website:
https://ecampusontario.pressbooks.p
ub/eslmotivation/chapter/unit-3-
activity-1/

Complete the handout for the video.

Create a Venn Diagram one as
Millennial and Centennial. (what are
similarities and differences)

Using the generations in the previous
assignment, create a generational
tree of your immediate family
(grandparents, parents, and siblings).

You can create your family tree within
Canva using:
1.) poster
2. ) Video

Make sure that each person is given a
generation label and brief
explanation as to why they represent
that generation (see handout).

Write a paragraph, explaining the
benefits of having multiple
generations in one family/household.
(5-7 sentences).

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Open Ended

Based on the generations learned in class today, what might a Gen Z person teach a Baby Boomer? What might a Baby Boomer teach a Gen Z person?