DAY 1

1. DAY 1

2. WARM-UP Please copy and answer the following questions. • How many twins have you met in your lifetime? • If you could have a twin brother or sister, would you want one? Why or why not? • When you have kids, would you want to have twins? Why or why not?

3. “Twins” Level B, Unit 3

4. SELECTION INFORMATION • TITLE: “Twins” • AUTHOR: Debbie and Lisa Ganz • Identical twins Debbien and Lisa Ganz know a lot about the special joys and challenges of twinship. They share their experience with other twins, multiples, their parents through their website and helpline. In addition, they raise funds for twins in need and help reunite twins who have grown up apart. When they opened Twins, a New York City restaurant that is staffed entirely by identical twins, critics called it a silly idea. The Ganzes were determined, however, and today their restaurant is a success.

5. GENRE • ARTICLE: An article features a topic, person, or event. An interview is used most of the time to find out more information.

6. THEME CONNECTION • This article tells of the dreams of deaf twins and how they help each other make decisions to achieve what they want in life.

7. SELECTION SUMMARY • What matters most to twins Neshmayda and Suzette is staying close to each other. Born deaf, they helped each other learn sign language to communicate. They went to school and played sports together. Now that they are both married and will soon live in different cities, their goal is to maintain their extraordinary closeness.

8. BACKGROUND INFORMATION • Hearing people may believe that deaf people can’t talk, learn, write, and draw. They may think they can’t enjoy music or watch TV. It is important for students to understand that deaf people can do everything hearing people can do, except hear. Decoders that print captions on televisions screens allow deaf people to watch TV. Hearing aids can help some deaf people hear.

9. PURPOSE • As we read, we will: • Find out how the family coped with the twins’ deafness when they were young. • Find out how the twins began to socialize. • Find out what the future holds for the twins.

10. SELECTION VOCABULARY

11. ADVANCED • up-to-date, the most recent

12. CONDITION • health or physical state

13. CONFIDENT • feeling sure of yourself, believing in yourself

14. DETERMINED • have one’s mind set on doing something

15. EXCEL • do something extremely well and better than others

16. EXTRAORDINARY • very unusual, special

17. HEARING-IMPAIRED • unable to hear or hear well

18. INDEPENDENT • able to do things alone or without help

19. OPPORTUNITY • chance to do something

20. SECURE • safe, without worry or fear

21. PRACTICE! • Please turn to page 73 of your PRACTICE BOOK.

22. READING STRATEGY HOW TO PARAPHRASE • As you read, think about what the words and phrases mean. • Use your own words to tell what you just read.

23. HOW TO PARAPHRASE • Transparency 38

24. GRAMMAR MINILESSON COMPOUND PREDICATES • A compound predicate has two or more verbs joined by the conjunction and or or. Both verbs agree with the subject. • EXAMPLE: The Aguayos hear about a school and enroll the twins.

25. PRACTICE! • Please turn to page 74 of your PRACTICE BOOK.

26. PREVIEW READING SELECTION • Please turn to page 159 of your TEXTBOOK.

27. VIDEO CONNECTION! • “The Mystery of Twins” • At the moment of conception, twins begin a lifelong relationship of special intimacy, one that scientists think might answer some of life’s profound questions. When twins who were separated at birth reunite, they prove to be identical not only in appearance, but also in personality and lifestyle. This video will show how scientists are using twin studies to answer the question: Are we formed by nature or nurture?

28. READ ALOUD! • Friends Like That by Daphne Liu • Two girls, more like sisters than friends, share everything, until one of them suspects the other of also sharing her feelings for her boyfriend. The simple text describing their confrontation and reconciliation introduces basic vocabulary about feelings, while the realistic illustrations provide opportunities to talk about familiar teen pastimes and interests.

29. DAY 2

30. WARM-UP Combine the following sentences to create a compound predicate. • The twins kicked the soccer ball. The twins ran fast. • Suzy earns a master’s degree. Suzy moves to Wisconsin. • Ana has fallen on the floor. Ana got up quickly. • Jose listens to music. Jose dances. • Juana is walking to school. Juana is late.

31. GRAMMAR MINILESSON COMPOUND SUBJECTS • A compound subject has two or more simple subjects joined by and or or. • EXAMPLE: Chefs and servers prepare refreshments. • When a compound subject is joined by and, use a plural verb. When a compound subject is joined by or, use a verb that agrees with the last simple subject. • EXAMPLE: The cake or the cookies are for dessert.

32. PRACTICE! • Please turn to page 75 of your PRACTICE BOOK.

33. LET’S READ! • Please turn to page 159 of your TEXTBOOK.

34. BEFORE YOU MOVE ON… • Please answer the questions on pages 161 and 162 of your TEXTBOOK.

35. DAY 3

36. WARM-UP! Combine each pair of sentences to make a new sentence with a compound subject. • Suzy loves to water-ski. Neshy loves to water-ski. • The parents were born in Puerto Rico. The girls were born in Puerto Rico. • Scientists study how twins grow. Pediatricians study how twins grows. • Juan plays soccer. Mike plays soccer. • Nery talks too much. Jessenia talks too much.

37. GRAMMAR MINILESSON (part 1) ADJECTIVES THAT COMPARE • A comparative adjective compares two things. • EXAMPLE: My sister is quieter than I am. • EXAMPLE: She is less sociable than me, too.

38. GRAMMAR MINILESSON (part 2) • A superlative adjective compares three or more things. • EXAMPLE: I am the friendliest person in the family. • EXAMPLE: I am the most sociable person in my home! • Use –er and –est for most two-syllable adjectives. Use less / more and least / most for words with three or more syllables.

39. PRACTICE! • Please turn to page 77 of your PRACTICE BOOK.

40. LET’S READ! • Please turn to page 163 of your TEXTBOOK.

41. BEFORE YOU MOVE ON… • Please answer the questions on page 164 of your TEXTBOOK.

42. RESPOND TO THE SELECTION • Sum It Up (Practice Book, p. 76) • Writing: Write to a Twin (Textbook, p. 166)

43. DAY 4

44. WARM-UP! Write these sentences and use the correct form of the adjective in parentheses. • Some hearing-impaired people have a (great) hearing loss than others do. • Gallaudet is perhaps the (fine) school in the world for hearing-impaired students. • When they learned sign language, the twins were (confident) than before. • The (difficult) time of all came after the twins were separated.

45. WARM-UP ANSWERS! Write these sentences and use the correct form of the adjective in parentheses. • Some hearing-impaired people have a (greater) hearing loss than others do. • Gallaudet is perhaps the (finest) school in the world for hearing-impaired students. • When they learned sign language, the twins were (more confident) than before. • The (most difficult) time of all came after the twins were separated.

46. ONE LAST TIME! • Please turn to page 159 of your TEXTBOOK.

47. LET’S REVIEW • Vocabulary • Reading Strategy • Grammar (Adjectives that Compare) • Selection Questions

48. SHOW WHAT YOU LEARNED! RULES FOR TEST-TAKING • Keep your eyes on your own paper. • Remain quiet for the entire time. • If you are finished early, go to the library and pick up a book to read. DON’T FORGET OUR BIG GOAL….. 80% OR ABOVE MASTERY!