Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Context Clues

SYNONYMS Remind students that authors may provide synonyms to help readers understand unfamiliar words. Point out that sometimes the synonym may appear close to the word, set off by commas. Provide examples of appositives such as those below. Then give students words from "Moonwalk" and challenge them to write their own sentences that use synonyms as context clues. They can use a thesaurus to find synonyms.

Adventures

LOOKING BACK Review the Big Idea question with students: What makes an adventure? Then ask students how the concept vocabulary from each week of this unit relates to the unit theme of adventures by land, air, and water and the Big Idea question. Ask students if they have any words or categories to add to this week's Concept Web. If time permits, create a Unit Concept Web.

First-Person Speech

Listen to Media

SET-UP Have students imagine they are Gerry or Vern from "Moonwalk" giving a first-person speech about their trip to the moon to their classmates on Earth. Have students prepare an outline for a speech from the point of view of either Gerry or Vern.

ORGANIZATION Have students begin by introducing themselves as either Gerry or Vern. They can go on to explain why they were on the moon and what they learned while there, using story details and their own conclusions about the characters. Speeches should end with a summarizing statement. Encourage students to think about the character's personality as they decide on a voice for their presentations.

ADAPTATION Explain that good speakers stay calm when something goes wrong while speaking. Encourage students to brainstorm strategies for what they should do if they drop their notes, miss a few lines, or are interrupted while speaking.

Play the first few scenes of a science fiction movie set in outer space. Choose a movie that includes music and interesting sound effects at the beginning. Ask students to notice how the filmmaker uses sound. You may wish to replay the scenes with the visuals turned off, so students can focus on the soundtrack. Then discuss these questions as a class:

1. What is the mood at the beginning of the

movie? Is it scary, exciting, or funny? How can you tell? (Responses will vary but should be supported by examples.)

2. Describe the music on the soundtrack.

How does it help to set the mood? (Students should notice that the music's pacing, intensity, and choice of instruments help establish a specific mood.)

3. What sound effects did you hear? How

do the sound effects impact your understanding and enjoyment of the movie? (Responses will vary. Sound effects can help make the setting or action more dramatic or lively, or heighten viewers' emotions. Sometimes, even the lack of sound has an effect; filmmakers may use silence to emphasize the vastness and emptiness of space.)



	Close
	then… review the words and categories on the Concept Web and discuss how they relate to the lesson concept. If… students suggest words or categories that are not related to the concept, Check Vocabulary Support Vocabulary Use the following to review and extend vocabulary and to explore lesson concepts further: ELL Poster 25, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 171–172 Assessment For information on assessing students' speaking and listening, see the ELL and Transition Handbook.