Teacher asks students what they have to do or work on everyday. For younger students, can give example, "I have to make dinner when I get home." Can elicit answers (e.g. sports, homework, school, clubs) by doing some of the following: - Act as if you're swinging a baseball bat - "baseball" - "Do you finish all of your work at school or do you have to do some at home?" - "Do some at home." "What's that called" - "Homework" - "Where are we right now?" - "School" Write down the names of activities that students give. Ask after making a list: "That's a lot to do. How much time do these all take? How easy is it to do all of these everyday?" Allow students to give their own answers.

Review the following words on a whiteboard: - Activity - Pressure - Imagine These are key words that must be known to better understand the text. Use concept-checking questions to elicit answers from students in order to understand the meaning of each word and MFPs. Ex: - If I think of a big green dragon in the room, is it real? No. What am I doing? Imagining Can I imagine real things, like a student raising their hand? Yes. What's something that you like to imagine? Student gives example. - Is "imagine" something you do, or is it a thing? Verb. How many syllables in "imagine?" Three. Where is the stress? Second syllable. - Ask the class to repeat the word, then have individual students repeat. Go over every word as above.

Give out Student Page 1 as a handout. Students are to be given 3 minutes to scan through the text to get the main idea and are not to answer any questions yet. ICQs: - Are you reading to get the main idea or specific information? Main idea. - How long will you read? 3 minutes. - Will answer any questions on the handout? No. After three minutes, students are told to take another 2 minutes to answer to the problems in section 8 of the handout. Then, students take another 2 minutes to compare answers with a partner. Students then share their answers with the class when called on by the teacher.

Activity #1 Students are numbered 1-4, repeating down the line. Students are to take 2 minutes to scan read the paragraph in the handout respective to their number. ICQs: - Will you read the entire article or just one paragraph? Just one. - Which paragraph? Same as our number. - For how long? 2 minutes. After students read their text, they are to be put into groups, taking three minutes to share what their paragraph was about. Activity #2 Students are given 6 minutes to scan read the entire article. While they read, they are to complete the problems in section 9 of the handout. ICQs: - Are you reading for the main idea or for specific information? Specific information. - What problems will you work on? Section 9. - How long do you have to finish? 6 minutes. When they finish, students will get into pairs and take two minutes to compare answers before sharing with the class.

Students are to form groups of three and ask each other "How many activities should kids have everyday?" Teacher can give their own answer as an example if need be. Students will take five minutes to discuss their opinion, during which the teacher will walk about the room and listen to students' conversations, correcting as needed. When time is up, students will be called on to share what they talked about.

Teacher writes down sentences and phrases used by students throughout the class. The goal is for students to notice and correct any mistakes that they see. Teacher may elicit answers by addressing problem areas. Any time left can be used to review the lesson.