Trouble with the British

TROUBLE WITH THE BRITISH

MODEL

1.PREVIEWING TEXT

TEACHER PREPARATION:
Use the title of the text to preview the text. Develop questions about the title that will help students connect the title with the text. Use visuals in the text or create a visual to help students connect the title to the text. On subsequent days, develop prompts that will help students recap the section of text covered the previous day. To help scaffold, number each sentence of the text so that students can refer to it when answering questions.
INSTRUCTIONS FOR TEACHERS:

First section of text: Introduce the first section of text through questioning and explanation.
Subsequent sections of text: Use questions and or pre-existing visuals to help students recap the section of text addressed in the previous lesson.
Explain that boldfaced words in the text are defined to the right and that students may be asked to define any underlined words.

INSTRUCTIONS FOR STUDENTS:
Your teacher will ask you questions about the title to help you connect the title to the text.
The title of the chapter is Trouble with the British.
1. What does the word trouble mean?
2. What kind of trouble might there be with the British? / Vocabulary
trouble – serious problem or difficulty

2. ACQUIRING AND USING VOCABULARY

TEACHER PREPARATION: Select a limited number of vocabulary words for pre-teaching and additional words that will be glossed. Complete the glossary below by: 1) providing the word and its translation, 2) defining it in English, and 3) presenting it in context from the text.
Prepare materials for pre-teaching abstract words through extended instruction.
Throughout the lesson provide explanations of additional vocabulary that may need more elaboration than is provided in the glossary; use Enlish-as-a-second langauge techniques as appropriate to make word meanings clear; have students apply word-learning strategies, as appropriate.
The words that are highlighted in the glossary are among the 4,000 most frequently used words in English.
INSTRUCTIONS FOR TEACHERS (Part A):

Pre-teach vocabulary selected for extended instruction. Read the script for each card.

INSTRUCTIONS FOR STUDENTS (Part A):

Your teacher will pre-teach one key word. Follow along and share out with a partner.

Sentence Frame: I already did ____ when my _____ asked me.
Picture: Look at the picture. The player (in the red hat) is trying to catch the ball so he can tag the runner (in the blue shirt) but the runner is already on base. The runner was on base before the other player caught the ball.
Explanation: Let’s talk about the word already. Already means something that happened before now. Already in Spanish isya.
Partner talk: Tell your partner about a time a family member asked you to do something, but you already did it. For example, my brother asked me to please wash his car, but I had already washed it.
Use the sentence stem: My ______asked me to… (Call on one or two students to share their responses.)
Story connection:The story says that at that time Great Britain was already at war with France. That means that they were at war before the time in the story. When we read the story, put your thumbs up when you hear the word already.
INSTRUCTIONS FOR TEACHERS (Part B)

Review student instructions.
Familiarize students with their glossary and tell them they will be using it during close reading. Briefly review glossed words that might be challenging.

INSTRUCTIONS FOR STUDENTS (Part B):
The glossary below will help you during close reading of the text. As you encounter a word in the text, rewrite it in the space provided. In your free time, write your own phrase that includes the target word. If your home language shares cognates with English, note whether the word is a cognate.
VOCABULARY CHART
Word
Translation / Rewrite the Word / English Definition / Example from Text / Your Phrase / Is it a cognate?
hard choice
elección difícil / A difficult decision / In 1812, James Madison had a hard choice to make.
angry
enojado / Mad; to feel strongly that someone has done something bad, wrong, or unfair / Many Americans were angry with the British.
declare war
declarar la guerra / to state a plan to make war against; war is a time of great fighting between countries or groups of people / Some of them were saying the United States should declare war on Great Britain.
disagree
translation / definition / example
decide
translation / definition / example
keep the peace
translation / definition / example
already
translation / definition / example
to be involved
translation / definition / example
to side with
translation / definition / example
to lead
translation / definition / example
brave
translation / definition / example
to beat
translation / definition / example
battle
translation / definition / example
still
translation / definition / example

3. READING FOR KEY IDEAS AND DETAILS

TEACHER PREPARATION:
Select the section of text for close reading. Develop a guiding question(s) for that section of text. Scaffold the reading as necessary by 1) developing supplementary questions to help students respond to the guiding question(s), 2) providing sentence starters and frames for students who need them to respond, and 3) compiling a word bank for students who need it to complete the sentence frames.
INSTRUCTIONS FOR TEACHERS:

Read the text aloud to students, modeling proper pace and intonation.
Review student instructions for first close reading with the class.
Remind students that the guiding question(s) is designed to help them identify the key ideas and details in the text and the supplementary questions are designed to help them answer the guiding question.
Tell students to use their glossary to find the meanings of words they might not know.

INSTRUCTIONS FOR STUDENTS:
Your teacher will ask you a guiding question that you will think about as your teacher reads the text aloud to you. As your teacher reads the text aloud, listen and follow-along in your text. After the text has been read aloud, you will be answering questions about the key ideas and details in the text. Work with a partner to answer the supplementary questions. If needed, use the word bank and sentence frames to complete your answers to the questions. Your teacher will review the answers with the class. Then, you will discuss the guiding question(s) with your teacher and the class. Finally, you will complete a written response to the guiding question(s).
GUIDING QUESTION: What did Madison have to decide?
In 1812 James Madison had a hard choice to make. Many
Americans were angry with the British. Some of them were saying
the United States should declare war on Great Britain. But others
disagreed. They said the United States should not go to war.
Madison was president of the United States. He had to decide
what to do. Should he ask the U.S. Congress to declare war? Or
should he try to keep the peace?
WORD BANK
keep the peace British idea difficult
United States president angry not
war different decision declare war
SUPPLEMENTARY QUESTIONS:

Use your glossary to find the meaning of the phrase “hard choice.”

The phrase hard choice means a ______.

How did many Americans feel about the British?

Many Americans were ______with the ______.

What did these Americans want to do?

They wanted the ______to ______on the British.
4. The text says “Other Americans disagreed.” What does the word disagree mean? Use other words in the text to try to figure out the meaning of ‘disagree.’ HINT: The sentences to help you both have the word war in them.
The word disagree means to have a ______or opinion than someone else.
5. What did the other Americans who disagreed say the United States should not do?
They said the United States should ______go to ______.
6. Who was Madison?
He was ______of the United States.
7. The phrase not go to war means the same as ______.
RESPONSE TO GUIDING QUESTION(S):What did Madison have to decide?
______

TROUBLE WITH THE BRITISH

PRACTICE

1. ACQUIRING AND USING VOCABULARY

Review student instructions.
Pre-teach vocabulary selected for extended instruction. This vocabulary will be key to understanding the text and abstract.
Familiarize students with their glossary and tell them they will be using it during close reading. Briefly review glossed words that might be challenging.

INSTRUCTIONS FOR STUDENTS:
Your teacher may pre-teach several words prior to the close reading. The glossary below will help you during close reading of the text. As you encounter a word in the text, rewrite it in the space provided. In your free time, write your own phrase that includes the target word. If your home language shares cognates with English, note whether the word is a cognate.
Word
Translation / Rewrite the Word / English Definition / Example from Text / Your Phrase / Is it a cognate?
already
translation / definition / example
to be involved
translation / definition / example
to side with
translation / definition / example
to lead
translation / definition / example
brave
translation / definition / example
to beat
translation / definition / example
battle
translation / definition / example
still
translation / definition / example

2. READING FOR KEY IDEAS AND DETAILS

Read the text aloud to students, modeling proper pace and intonation.
Review student instructions for first close reading with the class.
Remind students that the guiding question(s) is designed to help them identify the key ideas and details in the text and the supplementary questions are designed to help them answer the guiding question.
Tell students to use their glossary to find the meanings of words they might not know.

GUIDING QUESTION:
Note: For this section of the text, we do not feel there is a good guiding question. Instead we have included several questions that will help students understand the text.
WORD BANK
years French British Napoleon
beaten battles France Great Britian
brave fighting sided support
sided fight
At the time, Great Britain was already at war with France. The
two countries had been fighting for years. Most of the countries
in Europe were involved in the war. Some sided with the British.
Others sided with the French.
The French were led by a man named Napoleon. He was a brave
leader. He had beaten the British in a number of battles. Still the
British kept fighting.
SUPPLEMENTARY QUESTIONS:
1. What two countries in Europe were at war?
______and ______were at war.
2. How long had they been at war?
They had been ______for many ______.
3. To side with means to ______a group during a ______or disagreement.
4. Who did people side with in the war?
Some people ______with the ______and other people ______with the ______.
5. Who led the French?
______led the French.
6. What are two things we know about him?
He was a ______leader, and he had ______the British in many ______.
RESPONSE TO GUIDING QUESTION(S):
No guiding question for this section of text.

2-17-14 (V5) – 1