Built by Hand Lesson Plan

How big?

Stop Dr. Zardos!

What to do:

Use Built By Hand to fill in the data chart.

Biggest pyramid (Draw and label)

How big?

(Compare it to something)

Lesson Plans

Activity card

Blackline master

1. C ut out the cards. You will need one set of cards for each player.

Other interesting information

2. T ake turns rolling a die. First, you need to collect a location card (e.g. if you roll a 1, collect the Great Pyramid of Cholula). Then you need to collect the object that’s found there (e.g. if you just picked up the Great Pyramid of Cholula card, you need to then roll a 4 to pick up the Star of Hope).

3. C ontinue collecting location cards and object cards. The first player to collect all six cards is the winner.

LOCATION CARDS Great Pyramid of Cholula in Mexico

Statue of Ramses in Egypt

Great Wall of China

Number rolled: 2

Number rolled: 3

Number rolled: 1

Fluent reading stage Level M (28)

Built By Hand is a report that compares and contrasts the amazing structures that humans built before machines were invented.

Dr. Zardos and the Mind Stone is an adventure narrative about agents Crispo and Roxby, who need to stop the evil Dr. Zardos from turning everyone in the world into his slaves. To do this, they need to follow a series of clues and collect the only three objects in the world that can stop the evil doctor.

Running words: 694 Text type: Report

Running words: 702 Text type: Narrative

Content vocabulary

Africa Bam Castle build/ings/ers China clues Egypt fortress Hadrian’s Wall hammer headquarters Herod’s Temple inspector Iran Jerusalem Jupiter Temple Lebanon Mexico miles millions Mosque of Djenné mud Pyramid of Cholula Pyramid of Khafra Pyramid of Khufu pyramids secret agents Shibam skyscrapers Statue of Ramses statues stone temples thousands tools Yemen

Phonics

• Identifying the suffix “est” • Identifying “tle” making the /l/ sound as in castle

Biggest mud-brick building (Draw and label)

OBJECT CARDS

Text structures and features

Star of Hope

Rock of Truth

Jewel of Love

Number rolled: 4

Number rolled: 5

Number rolled: 6

Built By Hand Dr. Zardos and the Mind Stone

• Diagrams; photographs; summary chart • Contents page; some illustrations with text

Reading strategies

• Comparing and contrasting information • Summarizing the plot in a story

Correlations with State Standards

Assessment Can the student find information in a text?

Can the student fill in a data chart?

Flying Start to Literacy Lesson Plans Built By Hand / Dr. Zardos and the Mind Stone © 2010–2016 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Built By Hand / Dr. Zardos and the Mind Stone © 2010–2016 EC Licensing Pty Ltd. © 2010–2016 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2010–2016 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

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Text: Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd., Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading literature 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Informational texts 2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Foundational skills 2.RF.3d Decode words with common prefixes and suffixes.

Writing 2.W.5 With guidance and support, focus on a topic and strengthen writing as needed by revising and editing.

Speaking and listening 2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Language 2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root.

Lesson 1 Built By Hand

Lesson 2 Dr. Zardos and the Mind Stone Key concepts • In the past, before machines were invented, everything was built by hand.

• Some things that were built by hand are still the greatest structures of all time.

Before reading

After reading

Getting ready to read

Talking about the book

Support the students in activating their prior knowledge.

Talk about buildings that the students have seen or know about. Ask: What is the most amazing building you have seen or know about? (e.g. The Empire State Building, The Capitol Building) Why was it amazing? Do you think it was built by machines or by hand? Could a building like that be built without using machines?

Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the photographs and the text in the book.

What is a pyramid? How big is the biggest pyramid ever built? How much did the biggest stone weigh? What is the name of the longest wall ever built? (Literal) Why are these structures so amazing? Why did they take so long to build? Why were so many people needed to build them?

(Inferential) How are the buildings we build today different from the structures in the book? In what ways are they similar? (Synthesizing) What sort of information would the author have needed to know in order to write this book? (Critical)

Vocabulary building Write a list of the twelve things built by hand that are discussed in the book (Pyramid of Cholula, Pyramid of Khafra, Pyramid of Khufu, Herod’s Temple, Jupiter Temple, Statue of Ramses, Shibam skyscrapers, Bam Castle, Great Mosque of Djenné, Hadrian’s Wall, Walled fortress, Great Wall of China). Talk about each one and show students the photograph of it in the book.

Introducing the book Give each student a copy of Built By Hand and have them read the title. Ask them to predict what the book might be about. Say: This book is a report about some of the amazing things that have been built in the times before machines were invented.

Refer students to the contents page and have them talk about what might be included in each chapter.

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: What are some of the things you did that helped you make sense of this book? What strategies did you use? If appropriate, comment on how well the students were able to compare and contrast the information rather than repeating facts. Say: You recognized how the author helped you understand the book by comparing and contrasting the information.

During reading Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, are the students comparing and contrasting the information that they are reading? Say: As you read, think about what is the same about these buildings and what is different.

ELL support • The introduction states a key concept.

• Labeled diagrams and photographs support the written text.

• Summary chart on last page.

Returning to the book

Key concepts • In the past, before machines were invented, everything was built by hand.

• Some things that were built by hand are still the greatest structures of all time.

Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Returning to the book Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluency

Developing fluency

Students could sit in a circle and take turns reading a page each. Encourage students to read fluently. Say: Try to make your voice sound smooth when you read. Think about your phrasing and where on the page you will take a break.

In small groups, students could act out the story. Encourage the students to read fluently and expressively, and with appropriate intonation. Say: You will need to make your voice sound like the character who is talking. Think about how your character is thinking and feeling in this part of the story. For example, how would Dr. Zardos sound when Crispo and Roxby stop his evil plan?

Before reading

After reading

Phonics

Getting ready to read

Talking about the book

Write and say the word biggest. Ask: What letters make the /est/ sound? Ask the students to work in pairs to scan the book for other words that have “est” (longest, heaviest) at the end. Point out that the suffix “est” is often used to indicate a comparison of “more than” to things.

Support the students in activating their prior knowledge.

Say: Some stories have secret agents. What do you know about secret agents? Discuss. The agents often need to save the world from evil villains. What else do you know about secret agents?

Exploring words

Write a list of vocabulary from the book (secret agent, headquarters, inspector, Mexico, temples, pyramid, statue, longest wall, clues, etc) on blank cards. Invite students to pick one card at a time, and to discuss the meaning of each word.

Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the illustrations and the text in the book.

What did the evil Dr. Zardos want to do with the Mind Stone?

What did agents Crispo and Roxby do to stop Dr. Zardos? How did they stop him? (Literal) Why did Dr. Zardos want the Mind Stone? Why would this have been a bad thing for the world? (Inferential) This is a made-up story, but it is set in real places. What parts of the story are factual? (Synthesizing) Did you expect the secret agents to stop the evil doctor? Why? (Critical)

Word work

Students could draw some of the structures discussed in the book. Using word cards, they could make labels for their drawings. For example: Great Pyramid of Cholula, Biggest pyramid, Mexico, etc.

Writing Students could choose one of the structures in the book and write a description of it. They could include information about what it looks like, what it is made of, how big it is, etc. Ask students not to put the name of the structure in their description.

Sharing and presenting In pairs, students could take turns to read their description, while their partner tries to guess which structure is being described.

Vocabulary building

Introducing the book Give each student a copy of Dr. Zardos and the Mind Stone and have them read the title. Refer them to the contents page.

Ask: What do the chapter headings tell you about this book? What kind of a story will it be? Establish the characters. Say: Look on page 2. What can you tell about Dr. Zardos from the illustration?

Have the students turn to pages 4 and 5. Say: These are the secret agents, Crispo and Roxby. This is their boss, Inspector Morris.

Have the students look through the book. Draw their attention to the clues the agents use.

During reading Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, remind them to use the reading strategies you are focused on. For example, can the students summarize the plot by identifying the main events in the story? Say: Think about the main events in the story. You do not need to say everything that happened in a story when you summarize.

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: What are some of the things you did that helped you make sense of this book? Can you find a place where you did some problem solving?

ELL support • Humorous illustrations support the story.

• Rhyming clues.

• Timeline is indicated by dates.

Word work Phonics Ask pairs of students to locate and list words from the book that have the /l/ sound in them. Ask: Did anything surprise you about the words you found? Point out that the word castle has the /l/ sound represented by “tle”, and that this is an uncommon way for the sound to be represented.

Exploring words Students could use the word cards made during the Vocabulary building section to tell a story. They could work with a partner and make up a story using all the words on the word cards.

Writing Ask students to imagine they have a “precious jewel” they want to hide somewhere in the classroom. Discuss how you would write clues to find this jewel. Have each student write a set of clues that would lead someone to the hidden jewel.

Sharing and presenting Students could share their written clues with a partner.

Can their partner follow the clues and find the jewel?

Synthesizing: Talk about the pair After students have read both Built By Hand and Dr. Zardos and the Mind Stone, ask: Which structure did you find the most amazing? Why? Which structure would you like to see up close? Why? Students could work in pairs to create a travel brochure that entices people to go to see some

of the amazing structures described in the books. The brochures should include pictures, headings, and written information.

Students could work further with these books by completing the Activity card.