1. damages Key Words Unit 2 ● Week 5 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is damages. Say it with me: damages. Damages are the physical effects of a large storm or other natural disaster. Broken windows, uprooted trees, flooded land, and ruined roads are all damages.
2. En español, damages quiere decir “daños, normalmente los causados por desastres naturales a las cosas materiales.” Las ventanas rotas, los árboles desarraigados, los terrenos inundados y las carreteras arruinadas son ejemplos de daños.
3. Now let’s look at a picture that demonstrates the word damages. (Point to each example of damage in the photo as you describe it.) This photograph shows damages from a hurricane. You can see collapsed houses, uprooted trees, and the remains of the flood waters.
PARTNER TALK
4. Have you seen or heard about damages from a hurricane or another natural disaster? Talk about the damages with your partner. Tell where the damages occurred, what caused them, and how the people cleaned up after the damages were done.
5. Many organizations help people whose property receives damages from storms. Suppose you were a member of one of these organizations. Talk with your partner about ways you might help to repair the damages. Share your ideas with another group.
6. Now let’s say damages together three more times: damages, damages, damages.
damages

2. property Key Words Unit 2 ● Week 5 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is property. Say it with me: property. Property is the land and buildings that someone owns. If your family owns your house, then the house and the land it sits on are your property. Property can include fields, barns, horse stables, and bodies of water.
2. En español, property quiere decir “el terreno y los edificios que le pertenecen a una persona o grupo, su propiedad.” Si tu familia tiene una casa, esa casa y el terreno en el que está situada son su propiedad. Campos, graneros, establos y cuerpos de agua forman parte de una propiedad.
3. Property in English and propiedad in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that demonstrates the word property. (Point to the houses and land in the photo.) This photograph shows property along the coast that could get damaged or destroyed in a hurricane. Each home is a separate piece of property. Look at how close to the water the properties are. Large waves could flood these properties.
5. Look at the photo with your partner. Describe one piece of property. Your partner will guess which one it is. Take turns. Use the sentence frame: This property has __________ or This property is __________.
6. Think about the property where you live, or another property that you know well. Describe the property to your partner. Answer any questions your partner has about the property.
7. Now let’s say property together three more times: property, property, property.
property

3. available Key Words Unit 2 ● Week 5 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is available. Say it with me: available. When something is available, you can get it easily or quickly. You have it nearby, or you know just where to get it. Paper, books, and pencils are available for your use in our classroom.
2. En español, available quiere decir “que se puede obtener fácilmente, a mano, disponible.” Es algo que tienes cerca o que puedes conseguir fácilmente. En el salon tienen papel, libros y lápices disponibles.
3. Now let’s look at a picture that demonstrates the word available. (Point to the weather map in the photo.) This meteorologist is on a TV weather program. She’s giving an update about a hurricane. When a hurricane is approaching, it’s important to have weather reports like this one available.
PARTNER TALK
4. If you were in the path of a hurricane or another type of storm, what kinds of things would you want to have available? Talk about it with your partner. Explain why you want those things to be available and how they will help you. (Examples include weather reports, bottled water, flashlights, batteries, and canned food.)
5. Work with your partner to talk about things that are available to you at school. Use the word available in your sentences. Share your information with another group. (Examples include library books, movies, pens, pencils, food, playground equipment.)
6. Now let’s say available together three more times: available, available, available.
available

4. contact Key Words Unit 2 ● Week 5 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is contact. Say it with me: contact. Contact means “the closeness or touching of two things.” When you play football and hold the ball, your hands are in contact with the ball. Your feet are in contact with the sand if you walk barefoot on the beach.
2. En español, contact quiere decir “cercanía de dos cosas que alcanzan a tocarse, contacto.” Cuando juegas fútbol americano y tienes la pelota, tus manos están en contacto con ella. Tus pies entran en contacto con la arena si caminas descalzo en la playa.
3. Contact in English and contacto in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word contact. (Point to the place where lighting contacts the ground in the photo.) The lightning came into contact with the ground at this spot. Lightning can be dangerous when it comes into contact with the ground. When lightning makes contact with something, the person or property can be injured or damaged.
5. Let’s use our hands to show how lighting can come into contact with the ground. Put your left hand out flat. Use a finger from your right hand as the lightning. Have the lighting come into contact with, or touch, your left hand.
6. Now let’s say contact together three more times: contact, contact, contact.
contact

5. atmosphere Key Words Unit 2 ● Week 5 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is atmosphere. Say it with me: atmosphere. The atmosphere is the layer of gases around Earth. Sometimes we call the atmosphere the air. You can’t feel or see the atmosphere, but it’s there all the time. The atmosphere protects Earth by absorbing or taking in radiation from the sun. Without the atmosphere, there would be large differences in temperature between day and night.
2. En español, atmosphere quiere decir “la capa de gases que rodea la Tierra, la atmósfera.” También le decimos “el aire.” La atmósfera protege a la Tierra absorbiendo los rayos del sol.
3. Atmosphere in English and atmósfera in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that demonstrates the word atmosphere. (Point to the hurricane in the photo.) This photo was probably taken from an airplane, a satellite, or the International Space Station. It shows a hurricane forming in the lower layer of the atmosphere. The atmosphere is all around the hurricane, although you can’t see it.
5. Look out the window with your partner. Describe the things you see in the atmosphere. Tell if each thing looks close to Earth or higher up in the atmosphere. (Examples include an airplane, a cloud, and bird.)
6. Tell your partner something you know about the atmosphere. Use the sentence frame: The atmosphere __________.
7. Now let’s say atmosphere together three more times: atmosphere, atmosphere, atmosphere.
atmosphere

6. destruction Key Words Unit 2 ● Week 5 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is destruction. Say it with me: destruction. Destruction is the complete ruin of something. Things that have met with destruction are totally wiped out. They can’t be fixed or put back together. Many times there is widespread destruction after a natural disaster.
2. En español, destruction quiere decir “la ruina o daño completo de algo, la destrucción.” La destrucción de una cosa la vuelve inútil. No puede ser arreglada. Los desastres naturals pueden causar destrucción extensa.
3. Destruction in English and destrucción in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that demonstrates the word destruction. (Point to the remnants of the building in the photo.) This building is part of the destruction caused by a hurricane. You can’t even tell that it was a building.
5. Pretend that you and your partner are TV news reporters. You are looking at the destruction caused by a hurricane. Describe what you see to your TV viewers. Explain what caused the destruction.
6. Tell your partner about destruction you have seen or heard about. Tell where it happened and what caused it. Explain how people cleaned up after the destruction.
7. Now let’s say destruction together three more times: destruction, destruction, destruction.
destruction

7. surge Key Words Unit 2 ● Week 5 TEACHER TALK
Point to the Word 7 image.
1. Another word in the selection is surge. Say it with me: surge. A surge is a powerful rush of water. The water moves onto the land and then back out. A surge of water is usually caused by a flood or high winds. A surge can do a lot of damage.
2. En español, surge quiere decir “el levantamineto de olas o movimiento fuerte de agua, una oleada.” El agua es impulsada del mar a la orilla y de regreso. Una oleada normalmente es causada por un diluvio o vientos fuertes. Puede causar mucho daño.
3. Now let’s look at a picture that demonstrates the word surge. (Point to the surge in the photo.) This wave is part of a storm surge from a hurricane. See how the water gushes onto the land. The huge, powerful wave covers the buildings. Soon the wave will fall back into the sea. Then more waves will follow until the surge is over. The surge will cause a lot of damage and destruction to the land.
MOVEMENT
4. Use a piece of paper to show how the storm surge in the photo happened. Fold the paper and put it on your desk. The paper will take the place of the buildings on the land. Now move your hand back and forth to imitate the movement of the ocean waves. Here comes a strong wind that causes a surge! Give a powerful sweep of your hand and knock over the paper. Now pull your hand back.
5. Show your partner what it would look like to be hit by a storm surge. Stand straight, and then stumble backwards when the surge hits. Tell your partner how it feels when the surge hits.
6. Now let’s say surge together three more times: surge, surge, surge.
surge

8. leave in its wake Function Words & Phrases Unit 2 ● Week 5
TEACHER TALK
1. In English, we use leave in its wake to talk about what happens after a big storm. Say it with me: leave in its wake. Leave in its wake describes the damage caused by a storm. Storms like hurricanes or tornadoes have high winds and rain. After they are over, they leave a lot of damage behind. The storms leave a lot of damage in their wake.
2. En español, leave in its wake quiere decir “dejar estragos a su paso.” Las tormentas, como los huracanes o los tornados, llegan con vientos violentos y mucha lluvia. Arrasan con todo. Las tormentas dejan estragos a su paso.
3. This picture demonstrates the phrase leave in its wake. This neighborhood was hit by a strong hurricane. The hurricane left all of this damage in its wake. You can tell the path of the hurricane because of all of the destroyed homes and buildings left behind.
CHORAL RESPONSE
4. Imagine that you are a newscaster reporting from a disaster area. Finish these sentences to describe what you see.
The hurricane left __________ in its wake.
The flood left __________ in its wake.
The tornado left __________ in its wake.
The blizzard left ___________ in its wake.
5. Now I am going to describe some scenes. If you think the scene looks like something a hurricane might leave in its wake, say “leave in its wake.” If not, don’t say anything.
a neat and tidy flowerbed
a house with its roof missing
a tree fallen over on top of a car
a “For Sale” sign standing in front of a house
6. Repeat the phrase three times with me: leave in its wake, leave in its wake, leave in its wake.
leave in its wake

9. path of destruction Function Words & Phrases Unit 2 ● Week 5
TEACHER TALK
1. In English, we use path of destruction to describe an area that was damaged by a storm. Say it with me: path of destruction. Path of destruction means “the route or path where a storm caused damage.” A path of destruction might be wide or narrow. It might cover a large area or only a small one.
2. En español, path of destruction quiere decir “la ruta de destrucción de una tormenta.” Una ruta de destrucción puede ser ancha o estrecha. Puede cubrir una amplia zona geográfica o una pequeña.
3. This picture demonstrates the phrase path of destruction. A fierce tornado hit this area. You can see the path of destruction in this photo. Other buildings nearby were not damaged.
CHORAL RESPONSE
4. I am going to describe an area. If you think it was in the path of destruction of a storm, say “path of destruction.” If not, don’t do anything.
My garden is full of beautiful flowers.
Broken tree limbs were all over the ground.
The houses were crushed into pieces.
The house looked brand new.
5. Finish these sentences:
If a house is in the path of destruction of a hurricane, it might __________.
If a house is in the path of destruction of a tornado, it might __________.
If a house is in the path of destruction of a flood, it might __________.
6. Repeat the phrase three times with me: path of destruction, path of destruction, path of destruction.
path of destruction

10. fact of life Function Words & Phrases Unit 2 ● Week 5 TEACHER TALK
1. In English, we use fact of life to describe things that happen as a result of a natural disaster. Say it with me: fact of life. Fact of life means “something real that happens because of a natural event.” It’s true and is a scientific fact that there is damage after a natural disaster. The damage is a fact of life; it’s something that just happens. It is not a punishment for bad behavior. It’s just a consequence of a storm. It can’t be avoided, but people can prepare for it.
2. En español, fact of life quiere decir “algo inevitable causado por un evento natural.” Es un hecho científico que un desastre natural déjà estragos a su paso. Estos daños son inevitables. Los daños no son un castigo por portarse mal. Son consecuencia de una tormenta. No podemos evitar la tormenta, pero podemos prepararnos.
CHORAL RESPONSE
3. This picture demonstrates the phrase fact of life. Homes that are built near rivers often get flooded. It’s a fact of life, or something natural that happens. Rivers often overflow and flood the area around them. It’s sad for these people, but they know that no one caused this problem on purpose to hurt them.
4. Help me finish these sentences:
It’s a fact of life that people who live in very cold climates __________.
It’s a fact of life that people who live in Florida often get __________.
It’s a fact of life that people who live in California often get __________.
5. Think of a natural event that you know about. Describe this fact of life to us. Use the phrase fact of life in your description. (Call on a few students to respond.)
6. Repeat the phrase three times with me: fact of life, fact of life, fact of life.
fact of life

11. send back images Function Words & Phrases Unit 2 ● Week 5 TEACHER TALK
1. Send back images means “to relay pictures from outer space back to Earth.” Say it with me: send back images. There are satellites in space that take pictures of Earth. The computers on the satellites send back the images or photographs. Scientists on the ground look at the images. They study the images to learn more about Earth.
2. En español, to send back images quiere decir “enviar imágenes desde el espacio hasta la Tierra.” Satélites en el espacio toman fotos de la Tierra. Las computadoras de los satellites envían imágenes o fotografías. Los científicos observan las imágenes. Las estudian para aprender más sobre la Tierra.
3. This picture demonstrates the phrase send back images. This photo of a hurricane forming off the coast of Florida was taken from space. The satellite sent back images to Earth.
CHORAL RESPONSE
4. You have probably seen images that were sent back from space. Finish these sentences to describe the images.
The weather satellite sent back images of __________.
The Mars Rover sent back images of __________.
The International Space Station sent back images of __________.
5. Imagine that you are a scientist on the ground. You want to know what something looks like from above. You send a message to the astronauts who live on the International Space Station. Finish this message: Please send back images of __________ so I can study __________. (Call on a few students to share their ideas.)
6. Repeat the phrase three times with me: send back images, send back images, send back images.
send back images

12. hurricane Basic Words Unit 2 ● Week 5 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
hurricane

13. emergency Basic Words Unit 2 ● Week 5 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
emergency

14. cyclone Basic Words Unit 2 ● Week 5 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
cyclone

15. sea level Basic Words Unit 2 ● Week 5 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
sea level

16. tornado Basic Words Unit 2 ● Week 5 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
tornado

17. eye Basic Words Unit 2 ● Week 5 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
eye

18. Basic Words Unit 2 ● Week 5 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.