master.int road safety-week 2 of 2 - literacy minnesota...• the modals the ss learned last week...

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The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for

your own classrooms.

MASTER

Road Safety: Week 2 of 2

Unit Overview:

This is a two week unit during which students will learn about the importance of following safety rules

when on the road. They will learn about how to be a safe and cautious driver as well as how to be a safe

cyclist and pedestrian. They will also focus on using modals correctly.

During the first week students will focus on car and driver safety. They will learn about getting a drivers

license in the U.S. and compare it to the process in their own countries. They will also focus on driving

laws and rules & the importance of defensive driving. Finally they will practice describing emergencies

and emergency situations that can arise when safety rules are not followed on the road. Throughout the

week they will also focus on modals.

During the second week students will focus on pedestrian and bicycle safety. They will discuss the many

reasons why people decide to be cyclists as opposed to drivers and be introduced to the safety rules for

riding a bike. They will also be introduced to the safety rules for when cars & bikes interact on the

roadways. They will learn how to be a cautious pedestrian and a careful driver when driving around

pedestrians. They will also review the modals they focused on during the previous week.

Unit Objectives:

After this unit Ss will...

• ...know the basic process to apply for a MN drivers license

• ...understand simple U.S. driving laws & safety regulations

• ...identify defensive driving techniques

• ...correctly describe emergency situations

• ...identify reasons why people choose to ride a bike

• ...understand basic safety rules for bicyclists

• ...understand basic safety rules for cars & bikes when interacting on the streets

• ...understand basic safety rules for pedestrians

• ...be able to correctly use the following modals: have to, don't have to, must, must not, should,

should not

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Unit Outline:

Week 1: Car & Driver Safety

Monday: Getting a Drivers License / "Have to" & "Don't have to"

Tuesday: Driving Laws / "Must" & "Must not"

Wednesday: Defensive Driving / Review modals from Monday & Tuesday

Thursday: Describing Emergencies / "Should" & "Shouldn't"

Week 2: Pedestrian & Bicycle Safety

Monday: Why Ride a Bike? / Review modals from last week

Tuesday: Bicycle Safety / Review modals from last week

Wednesday: Pedestrian Safety / Review modals from last week

Thursday: Unit Review

MATERIALS:

GIA3 - Grammar in Action Book 3

S04 - Stand Out Book 4 (first edition, white book w/purple accents)

LP3 - LifePrints Book 3

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Road Safety: Monday, Week 2 of 2

Why Ride a Bike? / Review modals from last week

Lesson Objectives (Students will...): Materials:

• ...be able to name 3 reasons people might

choose to ride a bike

• ...review modals from last week (have to,

don't have to, must, must not, should &

shouldn't)

Reasons People Ride a Bike:

• Top 5 Reasons to Ride a Bike

Review Modals from Last Week:

• Teacher Review (Not for Students!)

Activity Ideas:

Reasons People Ride a Bike:

• Have Ss brainstorm the various reasons they think people might choose to ride a bike instead of

choosing other forms of transportation.

• Have the Ss read the Top 5 Reasons to Ride a Bike story (listed in the Materials section below)

and discuss the reading, explaining any new vocabulary words they discover. Do they agree with

the reasons? Do they agree with the ordering of the reasons? What do they think are the 3 most

important reasons for riding a bike?

• Have the Ss write their own opinion articles about why people should ride bikes (this is a good

modal refresher too). They can use all the info. They have gleaned from the brainstorming

session, the websites, and the articles, but this article must be their own personal opinion. After

writing the Ss should share their articles with the class.

o For higher level classes you can have your Ss write a rough draft, go through peer editing

and then produce a final piece. They can even type it up and print it off to hang in the

classroom.

Review Modals from Last Week:

• Use the website listed in the Materials section as Teacher Review (“Basic Models” pages below) to

brush up on the modals that the Ss learned last week. Do Not hand this out to the Ss. It contains

many modals that they were not introduced to. This is just for your use as a review and brush up

tool. This is not intended as a class handout.

• The modals the Ss learned last week were: have to, don't have to, must, must not, should &

should not

o Quickly review the usage of the modals on the board and how to form sentences in the

correct way. Have the Ss write a few sentences as practice to refresh their memory.

• To review the modals more thoroughly have the Ss play a "Dear Abby" style game. In this type of

game the Ss pretend they are Advice Columnists and work for a newspaper or magazine, or even a

website in this day and age.

o Before class the T writes up various questions, as if they are from readers, asking for

advice, on slips of paper.

o The T also has an example of a reader question with a "Dear Abby" style answer, using

modals. Preferably the modals that the Ss have been studying. The class reads through

the example and discusses the advice.

o Then the T divides the class into pairs and each pair draws a reader question asking for

advice and together they answer it in the "Dear Abby" style.

o When the pairs are done each one reads off their original question and their response.

o You can keep switching up the groups and drawing new questions until they are bored.

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Top 5 Reasons to Ride a Bike By David Fiedler

Lots of people ride bikes for lots of different reasons. Here are the top five reasons why you should be out there too. 1. For Your Body Riding a bike offers many health benefits. Here are just a few:

• increased cardiovascular fitness • increased strength • increased balance and flexibility • increased endurance and stamina • increased calories burned

It can be done by people of all ages, from childhood up even through the adult years when achy joints don't allow for more stressful exercise like jogging. 2. For Your State of Mind Riding a bike is a proven stress releaser. Regardless of if you are riding purely for pleasure or for a specific purpose, you will arrive at your destination feeling relaxed, energized and happier about the world and yourself. Plus, being out on your bike is just flat-out fun. The more time you spend on two wheels, the harder it is to take yourself too seriously. 3. For Your Community Being out on your bike is good for the people around you as well. You are able to go the places you want to go and yet put one less car on the road. You don’t bring with you the noise that a car generates and are actually able to interaction with people as you move. From my bike I can wave to a neighbor, say hi to a kid, smell someone’s dinner cooking and be a warm and friendly human presence on the streets. Also, not insignificant: operating a bicycling does not harm the environment. There is no polluting exhaust released, no oil or gas consumed. And the energy and materials used to manufacture one automobile could be used to created a hundred bikes. 4. For Convenience There is an undeniable convenience factor you’ll discover when riding a bike. Front row parking spaces are guaranteed no matter where you go. Traffic jams are also irrelevant. Though cars will certainly make better time on long trips, you’ll find for many short trips or through heavy traffic, you can travel just as fast or faster on your bike.

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Have you ever been to a massive festival or concert in a park somewhere, the type of event that draws so many people that just getting there is a problem? Going in on a bike is a perfect solution. Zip in, zip out. You don’t have to get there hours early to get a parking spot or else face parking miles away from the event. And you won’t have to wait hours in traffic to get out once it’s over. 5. For Your Pocketbook It costs between 20¢ and 30¢ per mile to operate a car, depending on the vehicle. This is based on expenses like gas, oil, maintenance, etc., that go up when you drive more. This figure doesn’t include the hidden costs of vehicle ownership like depreciation, taxes, and insurance. These factors make the actual per mile cost to operate a car much higher. When you start multiplying cost per mile to operate a car by the distance you ride, you can easily calculate how much money you save by riding a bike. For example: my daily roundtrip commute is 16 miles. If I do that just twice a week, I will save over $400 in operating costs alone in the course of a year. (16 miles x 2 trips per week x 52 weeks x 25¢ per mile.) And if you would otherwise have to pay for parking, tolls, and the like, don’t forget to factor that in too. It can add up quickly. Ride For You When you ride your bike, you are doing a lot of good things, many of which are for the benefit of others. But ultimately, the one who benefits the most is you, through better health, peace of mind, increased confidence and self-reliance, heck, even through a fatter bank account. So for all these reasons, get out there on your bike today. Even if you don’t save the world in the process, you’ll still have fun trying!

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Basic Modals

Modal auxiliary verbs are used to moderate the main verb, that is to enhance or restrict the verb to a

certain context.

The most common modal auxiliaries in English are:

can

could

may

should

might

will

must

would

Notice the usage of modals in the following sentences:

I pay my taxes. General declaration of fact. Paying taxes is something I normally do.

I can pay my taxes. Expresses ability. I have the means (funds) to pay.

I might pay my taxes. Expresses possibility, but not certainty. Maybe I will pay; maybe I won't.

I will pay my taxes. Expresses future intent. I resolve to do it at some later time.

I should pay my

taxes.

Expresses mild obligation. It is required, and I expect to comply.

I could pay my taxes. Expresses possibility. If I have nothing else to do with the money, I might pay

taxes.

I would pay my taxes. (In this case), expresses reservation. If I had the money (but I don't). . .

I must pay my taxes. Expresses strong obligation. I am required and have to comply.

Modals are followed by only the base form of the verb and are not used

alone unless there is a clear connection to a main verb.

He must to finish his homework.

He must finish his homework.

Jack could heard the bell.

Jack could hear the bell.

Penny will going to the movie.

Penny will go to the movie.

WRONG

RIGHT

WRONG

RIGHT

WRONG

RIGHT

There are many ways to make requests in English. The most common involves using the imperative and

modals. See the examples below:

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Using the Imperative

The imperative is the simple form of the verb. The

subject of an imperative sentence is understood as "you" although it is usually not spoken.

Open the door.

Will you help me?

Pick up your toys.

Please help me.

(You) open the door.

Yes, I will (help you).

(You) pick up your toys.

(You) please help me.

The imperative is often used by persons of authority when speaking to subordinates, e.g. parent to child.

Using Modals

To show respect and politeness, most people use modal

expressions when making requests. For example:

Will you...?

Would you...?

Would you please...?

Could you (please)...?

Could you possibly...?

Would you kindly...?

Would you mind (Ving )...?

Would you be so kind as to...?

Will you open the door for me?

Would you open the door for me?

Would you please open the door (for me)?

Could you (please)...? Could you (please) open the door?

Could you possibly open the door?

Would you kindly open the door?

Would you mind opening the door?

Would you be so kind as to open the door?

Common Problems with Modals

1. Using "to" unnecessarily:

Incorrect

They going to meet us at the theater.

He should to eat his dinner.

I had better to go now.

You must not to use that pencil.

Correct

They are going to meet us at the theater.

He should eat his dinner.

I had better go now.

You must not use that pencil.

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2. Using anything but the base form after a modal:

John could heard the bell.

Penny will going to the movie.

John could hear the bell.

Penny will go to the movie.

3. Using double modals:

You should ought to speak English.

She might can help me.

You ought to speak English. /should speak

She might be able to help me.

4. Omitting "be" in certain modal expressions:

They going to meet us at the theater.

Jack supposed to take his medicine.

They are going to meet us at the theater.

Jack is supposed to take his medicine.

5. Using wrong word order in questions:

How I can help you?

Where I should go for the meeting?

How can I help you?

Where should I go for the meeting?

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Road Safety: Tuesday, Week 2 of 2

Bicycle Safety / Review modals from last week


• ...learn about safety rules for bicycle

riding

• ...learn about safety rules for when cars &

bikes interact on the streets

Safety Rules for Bicycle Riding:

• Bicycle Safety Rules Packet (Starting at

“Activity 3”)

Safety Rules for Cars & Bikes:

• Cars & Bikes Safety Rules (video):

YouTube video “Driver’s Education Video”

uploaded by user BikeLeague

Activity Ideas:

Safety Rules for Bicycle Riding:

• Ask Ss if any of them ride a bike on a daily or weekly basis. Do they wear any protective gear?

What safety rules do they follow? Make a list on the board.

• Make an overhead (or use the ELMO to view a copy) of pg. 4 (“Activity 3a”) of the Bicycle Safety

Rules Packet. Discuss the picture. Why is it important?

• Make an overhead (or use the ELMO to view a copy) of pg. 5 (“Activity 3b”) of the Bicycle Safety

Rules Packet. Ask the Ss to look only at the pictures. What do they see? Discuss. Read through

the text and discuss.

• Make copies of pages 6 (“Activity 3c”) & 7 (“Activity 3d/e”) of the Bicycle Safety Rules

Packet and hand them out to the Ss. Have the Ss read through the safety rules on pg. 6 and

discuss them. Ask the Ss who ride bicycles if they always follow all these rules. Ask the Ss as a

whole why they think these rules are important. If you class is higher level you can have them

order the rules from most important to least important using a spectrum or other system. Have Ss

do the activities on pg. 7 either in pairs or small groups and then discuss as a whole class.

Safety Rules for Cars & Bikes:

• Ask Ss if they have ever been driving and seen a bicyclist riding on the road with them or been

riding a bike on the road with cars. Discuss the potential dangers that can arise in this situation.

• Have the Ss watch the Cars & Bikes Safety Rules video (ask your coordinator for help setting up

the video). The video begins with a short introduction of the various dangers that bicyclists can

face when riding with drivers, then it goes on to break down each of the dangers, introducing every

section with a yellow rectangular caution sign in the middle of the screen, at the end of the video,

after the attitude section talks about possible court charges for losing your temper, the video

recaps each of the dangers. The total running time for the video is 6.5 minutes.

• The best way to watch the video with your class is to pause it after each section and discuss what

the Ss saw. So, watch the little intro bit and then pause and discuss. Watch each new danger and

pause when you see the new yellow sign appear for the next section so that you can discuss what

they just saw. Go through the whole video like this. When you finish discussing the attitude

section then you can watch the review section. After going through the video once watch it again

in full with the Ss taking notes. When done have the Ss compare their notes with their classmates.

Then discuss as a whole class. Make a list of all the dangers on the board. Ask the Ss if they will

change the way they ride their bikes or drive their cars around bikes after seeing this video.

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Road Safety: Wednesday, Week 2 of 2

Pedestrian Safety / Review modals from last week


• ...review the methods of

transportation used by the class

• ...learn about safety rules for pedestrians

Review Methods of Transportation:

• Getting Around Activity

Safety Rules for Pedestrians:

• Pedestrian Safety Reading & Quiz

• Pedestrian Safety PSA (video): YouTube video “Pedestrian Safety PSA” uploaded by user

EdinaChannel16

Activity Ideas:

Review Methods of Transportation:

• Have Ss do the Getting Around Activity (listed in the Materials section below) to review the

different forms of transportation that their classmates use and get them thinking about today’s

lesson.

Safety Rules for Pedestrians:

• Have Ss read the Pedestrian Safety Reading (listed in the Materials section below). The reading

is longer so you will want to employ several reading techniques to ensure the Ss comprehension of

the material. (For Example: 1. T reads & Ss listen w/out the text, 2. T reads & Ss listen w/ the

text, 3. T reads & Ss repeat, 4. Ss read silently and then class discusses difficult vocabulary, 4. Ss

read in pairs, 5. Class reads round robin [each S reads a portion in a circular manner], 6. Class

discusses reading & feelings/opinions.)

• When the class understands the reading and has discussed it, have Ss go through the Pedestrian

Safety Quiz. The T should decide if the Ss do this individually or in pairs. When done the whole

class should review the answers and discuss.

• Have Ss watch the Pedestrian Safety PSA. After watching the video, the T should ask the Ss

what they saw? What was the video about? Should you stop for pedestrians What happens if you

don't stop for a pedestrian?, Etc...

o If there is time, have your Ss make their own Pedestrian Safety PSA's. They can act them

out for the class.

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Pedestrian Safety

San Francisco has many cars and pedestrians. There are many pedestrian/ vehicle accidents in San

Francisco. Sometimes it's the driver's fault and sometimes it's the pedestrian's fault.

People studied the accidents in San Francisco and found out that in more than half of them; it was the

driver's fault. Some drivers didn't pay attention to the pedestrian right of way. Some drivers drove too

fast. Some drivers drove through a red light. About 41 percent of the accidents were the pedestrian's

fault. The two most common reasons were crossing the street in the middle of the block and walking

against a signal.

Here are some pictures showing where accidents can happen:

• A pedestrian is darting out into the street.

• A vehicle is turning into the path of a pedestrian.

• A bus is hiding a pedestrian.

• A pedestrian is jaywalking.

The city wants to decrease the number of pedestrian / vehicle accidents. One way is to change the

streets. Another way is to tell people how to avoid accidents.

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Here are some things the city can do to make things safer:

• Add pedestrian countdown signals. A traffic light turns green when it is time to go, and red

when you should stop. Some traffic lights have walk/don't walk signs, so pedestrians know when

it is safe to cross the street. Pedestrian countdown signals show a white hand when the light is

green and the pedestrian can start to cross the street. When it changes to a flashing red hand,

there is also a number showing how many seconds are left before the light will turn red.

• Add speed bumps. Speed bumps are a raised area of a road that makes the traffic goes

slower.

• Add ladder-style striped crosswalks. Crosswalks are where a pedestrian crosses the street.

They are usually marked with two white lines. Adding ladder-style stripes means painting big

diagonal lines between the white lines so the crosswalk will be easier to see.

• Use scrambles. Scramble crossings are where all the cars stop at an intersection, and the

pedestrians can cross from any of the four corners to any of the other three corners.

• Use in-pavement crosswalk lighting. There are special lights that go in the pavement. They

turn on automatically when someone steps in the crosswalk.

Here are some things pedestrians can do to be safe:

• Cross at the crosswalk. Don't cross in the middle of the street. The lines in the crosswalk

help remind drivers to watch out for pedestrians.

• Stop before you start to cross the street. Look to the left, right, and left again. Cross when it's

clear.

• Continue to look for traffic, especially for vehicles turning right on a red light. • Make eye contact with the driver before you cross in front of a car. Sometimes drivers don't see

you.

• If there is a pedestrian signal at an intersection, don't start to cross when it is flashing. Just

finish crossing.

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Here are some myths and facts about pedestrian safety:

Myth Fact

A green light means it is safe to cross

A green light means you should look for traffic and only cross if it’s safe. Be sure to keep looking for cars coming or turning while you are crossing.

You are safe in a crosswalk. Sometimes drivers make mistakes. Always make sure it is safe to cross, even at a crosswalk.

If you see the driver, the driver sees you.

The driver may not see you. Make sure the driver sees you and stops before you cross in front of the car. Try to make eye contact with the driver.

The driver will always stop if you are in a crosswalk or at a green light.

The driver may not see you. The driver’s view may be blocked. The driver may go through a red light. The driver may not turn and look for pedestrians.

White clothes at night make it easy for drivers to see you.

White clothes can be hard to see too. Carry a flashlight. Wear retro reflective clothing. Walk facing traffic.

Here are some more things to remember:

• Always use a sidewalk when you can. • Watch out for cars backing out of parking spaces and driveways. • Never walk on or try to cross freeways. • About 33% of all pedestrians killed have been drinking alcohol.

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Pedestrian Safety – Question Quiz Choose TRUE or FALSE for each question. Mark your choice with an “X”.

1. San Francisco doesn't have many pedestrian/vehicle accidents.

a. ____ True b. ____ False

2. A pedestrian/vehicle accident is always the driver's fault.


3. Some drivers drive too fast.


4. About 41% of the accidents in the study were the pedestrian's fault.


5. Accidents can happen if pedestrians dart out into the street.


6. A bus can hide a pedestrian.


7. Jaywalking is not a problem.


8. Pedestrian countdown signals show how many seconds are left before the light changes to red.


9. Speed bumps make traffic go faster.


10. A crosswalk is usually marked with white lines.


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11. A scramble crossing lets pedestrians cross to any of the three corners in an intersection. a. ____ True b. ____ False

12. If you look left, right, and left before you cross the street, you can stop looking.


13. It's okay to start crossing the street when the pedestrian signal (don't walk or a hand) is flashing.


14. It's always safe to cross on a green light.


15. Crosswalks are always safe.


16. You should try to make eye contact with the driver before you cross in front of a car.


17. Drivers will always stop to let you cross.


18. Some drivers go through red lights.


19. At night it's a good idea to carry a flashlight.


20. Be careful of cars backing out of parking spaces and driveways.


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Road Safety: Thursday, Week 2 of 2

Unit Review


• ...review themes & topics covered during

entire unit

• Safety on a Busy Street

• Driving Road Test - Listening (Online)

• Car Accident - Listening (Online)

(Both listening activities can be found at

www.esl-lab.com under the “Difficult” general

listening quizzes links.)

• Bicycle Safety Review Packet

Activity Ideas:

• Have Ss go through the Safety on a Busy Street lesson plan, which can be found in the Materials

section below. This is a complete lesson plan with handouts and Teacher resources & materials.

You can choose to walk through the lesson as it is written or modify it to meet your class’s needs.

This lesson combines traffic/road safety and modals review.

• Listening Activity - Driving Road Test: Have Ss do the Pre-Reading activities, listen to the

audio and then do the comprehension activities on the website. Have the Ss discuss the materials.

• Listening Activity - Car Accident: Have Ss do the Pre-Reading activities, listen to the audio and

then do the comprehension activities on the website. Have the Ss discuss the materials.

• Bicycle Safety Review Packet - Have Ss go through the packet to review the safety rules for

riding a bicycle as well as the safety rules for when bikes & cars interact with each other on the

road. There is not audio for the dialogue on the second page so the T will just have to read

through it.

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Writing Lesson Plan – Level B: Health/Thinking and Learning Skills - Writing About Safety on a Busy Street

Writing About Safety on a Busy Street – Lesson Plan CASAS Competencies: • 0.1.2 Identify or use appropriate language for informational purposes, e.g. to identify, describe, state needs, etc. • 0.1.3 Identify or use appropriate language to influence or persuade (e.g., to caution, request, advise, persuade, negotiate) • 3.4.2 Identify safety measures that can prevent accidents and injuries. • 7.2.5 Evaluate a situation, statement, or process, assembling information and providing evidence, making judgments, examining assumptions, and identifying contradictions. • 7.3.1 Identify a problem and its possible causes • 7.4.2 Take notes or write a summary or an outline Outcomes: • Name different people, things and actions on a busy street • Identify unsafe situations or behaviors • Describe actions performed by different people on a busy street • Form complete sentences with sentence fragments • Compose a paragraph about a busy street scene • Recommend what different people should and shouldn’t do to be safe near or on a busy street Teacher Preparation and Materials: • Overhead projector • Transparency marker • Two blank overhead transparencies. • Overhead transparency and class copies of Handout 1: A Busy Street Scene* • Overhead transparency and class copies of Handouts 2A/2B: Controlled Practice* • Copies, enough for pairs, of Handout 3A: Beginning Sentence Fragments, copied on plain paper, cut up, and clipped** • Copies, enough for pairs, of Handout 3B: Ending Sentence Fragments, copied on colored paper, cut up, and clipped** • Class copies of Handout 4: Writing 8 Complete Sentences* • Class copies of Handout 5: Safety on a Busy Street Writing Prompt* • Class copies of the Self Study Lesson, optional * During the Introduction section of the lesson, the teacher should distribute stapled worksheet packets containing Handouts 1, 2A, 2B, 4, and 5 to students.

Why? Warm up: Begin the lesson by asking students what they do to try to stay safe when they are outside near busy streets. Explain that today’s lesson is going to give them a chance to write about safe and unsafe actions when they are near a busy street. This writing exercise will help them to learn some new words and expressions, recognize safe and unsafe activities, and help them to improve their writing. Using a blank transparency, write the heading “How to Stay Safe on a Busy Street.” Work with the class to make a list of 4-5 safety recommendations using the expressions You should… and You

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shouldn’t.... (e.g. You should wear a helmet if you ride a bike; You should be careful; You should stop at a red light; You should cross at the crosswalk; You shouldn’t drive too fast; You shouldn’t ride your bike on the sidewalk., etc.)

What? Explain to the class that today they are going to look at a drawing of a busy street, and then they are going to describe what people should and shouldn’t do so they don’t get hurt when they are near a busy street. Lead a short discussion about the different unsafe behaviors illustrated in the drawing and use a transparency marker to write different actions mentioned by the students on the transparency of the busy street scene. Students may copy words onto their own copies of Handout 1. Example comments: 1. A woman is riding a motorcycle. (Teacher asks: Why is that unsafe?) Answer: She doesn’t have / isn’t wearing a helmet. 2. A girl is riding her bike on the street. (Teacher asks: Why is that unsafe?) Answer: She isn’t wearing a helmet. She isn’t careful. 3. A boy is skating on the sidewalk. (Teacher asks: Why is that unsafe?) Answer: He is not careful. He is going to fast. He is going to hit the man in the wheelchair. 4. A man parked his car in the street. (Teacher asks: What can happen?) Answer: People can hit his car. 5. A woman is walking in the street. (Teacher asks: Why is that unsafe?) Answer: She can get hurt. 6. A car is passing the school bus. (Teacher asks: Why is this unsafe?) Answer: The car should wait behind the bus.

Do! Controlled Practice: Teacher helps students to complete the sentences below each of the drawings on Handout 2A and Handout 2B. 1. A girl is riding her bike on the street. She should be wearing a helmet. 2. A boy is skating fast on the sidewalk. He should be careful. He is going to have an accident. 3. The woman on the motorcycle should wear her helmet. She can fall and get hurt.

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4. This man shouldn’t park his care in the street. He should park on the side of the street. Group Practice: Teacher gives each pair of students, or each table group, an envelope containing a paper-clipped packet of sentence fragments copied on white paper (Handout 3A) and a paper-clipped packet of sentence fragments copied on colored paper (Handout 3B). Teacher then directs the students to put all of the slips of paper on their tables, face-up, and then put different fragments together to form complete sentences. The sentences they form will all be about the busy street drawing they saw on the transparency. The teacher should walk around the classroom to make sure students understand the activity and are matching the sentence fragments correctly. Correct sentence matches: The girl on the bike -- should pay attention. The boy shouldn’t -- skate on the sidewalk. The woman with the dog -- should use the crosswalk. The man with boxes -- shouldn’t be in the street. A driver is -- very angry. The man in the wheelchair -- is afraid. The lady on the motorcycle -- should wear her helmet. The boy is going -- to have an accident. When students have successfully completed the sentence fragment matching task, tell them to copy the 8 sentences they formed from the different slips of paper onto their copy of Handout 4: Writing 8 Complete Sentences. Give them enough time to complete this worksheet, about 8-10 minutes. Circulate and check for accuracy in spelling, use of periods and capitals, etc.

So What? Assessment: Students will demonstrate their writing abilities by spending 15minutes writing a paragraph independently about the safe and unsafe behaviors they see in Handout 1: A Busy Street Scene. After 15 minutes, instruct students to put their names on their papers and collect all of the writing samples.

Example Paragraph Content: “A little girl is riding her bike in the street. She should pay attention. She is going to hit the man with boxes. A boy is skating fast. He should be careful. He is going to have an accident. He is going to hit the man in the wheelchair. The man in the wheelchair is afraid. A woman is in the road with her dog. She should use the crosswalk. Another woman is riding a motorcycle. She should wear her helmet. A man parked his car in the road. He should park on the side of the ride. Another driver is angry.”

master.int road safety-week 2 of 2 - literacy minnesota...• the modals the ss learned last week...

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