In this lesson, students analyze authentic informative consumer guides to determine the features they need to include on their own guides.
Students also select images they would like to use in their guides in this lesson. Depending on the technology you have available for students, this could be done in different ways. If students are creating their guides on the computer, they could insert clip art or images/charts from the Web found through Internet searches; for example, “Overfishing charts.” If students are handwriting their guides, they could either cut out printed images, charts, and graphs or hand-copy from World without Fish and the research materials used in Lessons 2–5. Give students who enjoy creative art the opportunity to draw their own images and designs, but emphasize that somewhere there should be an informative visual, like a graph or chart.
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These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.