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Visions TRB, Book B, Unit 5 Lesson Plan          Copyright © Heinle

Unit 5  Communication

Chapter 1 • How Tía Lola Came to Visit Stay, by Julia Alvarez

Chapter Materials

Activity Book: pp. 153–160

Audio: Unit 5, Chapter 1

Student Handbook

Student CD-ROM: Unit 5, Chapter 1

Teacher Resource Book: Lesson Plan, p. 24; Teacher Resources, pp. 35–64; Reading Summaries, pp. 103–104; Activity Book Answer Key

Teacher Resource CD-ROM

Assessment Program: Unit 5, Chapter 1 Quiz, pp. 75–76; Teacher and Student Resources, pp. 115–144

Assessment CD-ROM: Unit 5, Chapter 1

Transparencies

The Heinle Newbury House Dictionary/CD-ROM

Web Site: http://visions.heinle.com

See the Teacher’s Edition wrap-around for complete teaching suggestions for each section.

Day 1

Unit Opener (pp. 284–285) 20 min.

Preview the unit reading selections. Complete the “View the Picture” activity.

Objectives (p. 286) 5 min.

Present the chapter objectives.

Use Prior Knowledge (p. 286) 15 min.

Activate prior knowledge about different cultures and languages.

Build Background (p. 287) 5 min.

Provide the background information on the Dominican Republic.

Homework: KWL (TRB, p. 42); Have students complete the first and second columns based on what they learned in class. Students will complete the third column at the end of the chapter.

Day 2

Check Homework 5 min.

OR Warm Up 5 min.

Write on the board: List as many languages as you can think of.

Build Vocabulary (p. 287) 15 min.

Introduce using context clues.

Text Structure (p. 288) 10 min.

Present the text features of a narrative.

Reading Strategy (p. 288) 10 min.

Teach the strategy of predicting.

Reading Selection Opener (p. 289) 5 min.

Preview the chapter reading selection.

Homework: Activity Book (p. 153)

Day 3

Check Homework 5 min.

OR Warm Up 5 min.

Write on the board: A narrative is made up of a     , a    , and an     .

Reading Selection (pp. 290–297) 25 min.

Have students read the selection and use the reading strategy. Teach spelling, capitalization, and punctuation points on TE pp. 290–297.

Reading Comprehension (p. 298) 10 min.

Have students answer the questions.

Build Reading Fluency (p. 298) 5 min.

Teach how to build reading fluency by reading silently.

Homework: Activity Book (p. 154)

Day 4

Check Homework 5 min.

OR Warm Up 5 min.

Write on the board: Miguel and Juanita have moved to ___. Their Tía Lola is coming for a     . Miguel is      very happy about that.

Listen, Speak, Interact (p. 299) 15 min.

Have students role-play a dialogue.

Elements of Literature (p. 299) 10 min.

Present point of view.

Word Study (p. 300) 15 min.

Present the prefixes un- and im-.

Homework: Activity Book (pp. 155–156)

Day 5

Check Homework 5 min.

OR Warm Up 5 min.

Write on the board: Who tells the story in “Tía Lola Comes to Visit Stay?” What pronouns does the storyteller use?

Grammar Focus (p. 300) 10 min.

Present the present perfect tense.

From Reading to Writing (p. 301) 20 min.

Teach how to write a narrative with dialogue.

Across Content Areas (p. 301) 10 min.

Introduce related social studies content on reading a weather map.

Homework: Activity Book (pp. 157–160); Have students complete the third column of the KWL chart from Day 1. Have students study for the Unit 5, Chapter 1 Quiz.

Unit 5  Communication

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