Discovering the Lost World - Exploring Galapagos

Graphic Organizer 1: Fact finder

Lesson Plans

Graphic Organizer 2: Finding facts in fiction

Name/s:

Name/s:

Use the Venn diagrams to write a fact written in the text, a fact seen in the photo, and a fact from both the photo and the text.

Write facts about each topic below that you learned from reading Exploring Galápagos.

Syms Covington

Blossom bat

Charles Darwin

(See the information on page 21.)

Text

Advanced Fluent reading stage Level T (50)

Photo

The Galápagos Islands

The voyage of HMS Beagle

Marine iguanas

Giant rat (See the information on page 23.)

Text

Discovering the Lost World reports on a place that very few people have visited, and where fascinating discoveries have been made.

Running words: 1,829 Text type: Report

Syms is desperate for a promotion from servant to assistant of Charles Darwin. However, during a visit to the Galápagos Islands, his efforts to impress almost go too far.

Running words: 2,798 Text type: Narrative

Content vocabulary

Literary language

arboreal biologist critically endangered data DNA samples electroreceptors habitat laboratory mountainous ornithologist pollination preserved scientific classification scientific expeditions species specimen surveyed

Adjectives: arduous arid diverse isolated monumental rare remote unique volcanic Verbs (sensing): acknowledged assume believe dawned decided feel know panic recognize reflect thought want wonder Nouns: archipelago endemic equator historical figures lavatories marine iguanas officers ship’s surgeon voyage

Reading strategies

Photo

Discovering the Lost World Exploring Galápagos

• Identifying how visual images complement or extend the written text • Identifying the historical facts within the text

Correlations with Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Discovering the Lost World / Exploring Galápagos © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 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: “© 2018–2019 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.

Flying Start to Literacy Lesson Plans Discovering the Lost World / Exploring Galápagos © 2018–2019 EC Licensing Pty Ltd.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultants: Susan Hill and Lyn Reggett 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 5(3) (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

5(7) (C) Use text evidence to support an appropriate response.

5(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

5(10) (C) Analyze the author's use of print and graphic features to achieve specific purposes.

Writing 5(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 5(7) (E) Interact with sources in meaningful ways.

Lesson Plan

Discovering the Lost World

Lesson Plan

Synthesizing: Talk about the pair

Exploring Galápagos

Key concepts

Key concepts

• R emote, isolated places are often

• F ictional stories are sometimes based

•

untouched by people and remain in a natural, pristine state.

W ildlife that is isolated develops in unique and different ways.

on factual events.

• C haracters have a certain way of

Say: The wildlife discovered on the Galápagos Islands and in the Foja Mountains is unique and rare. Many of the plants and animals are not found anywhere else in the world. How do you feel about the discovery of this unique wildlife? How do you feel about people visiting these places?

speaking and acting that reflects the story’s setting.

Have students talk with a partner about these questions.

Invite students to share their thinking with the whole group.

Ask students to read each statement below and think about what they believe and why. They then place a mark on the line to show how strongly they feel and write their reasons.

Name:

Scientists should search for new plant and animal species and collect specimens.

Before reading Exploring vocabulary Give each student a copy of Discovering the Lost World. Say: This book is about a team of scientists who travel to a remote place to study the animals and plants living there. Have pairs of students write four challenging words that might be in the book. Create a group list.

★ Explain what a scientist is, what an expedition is, and the types of things scientist do on expeditions to discover new wildlife.

Establishing the strategy focus Say: As you browse through this information text, think about all the ways you’ll be able to get information from the book. Invite students to share their ideas. Draw out that information will be in the text, photos, quotes, fact boxes, and the map.

During reading Reading with teacher support Have students read the introduction. Ask: What have you already learned by reading this? Say: There is also extra information in the map and the photo. What extra information can you find in these visual images? Discuss.

Students read Chapter 1 independently. Have them talk with a partner about what “The Lost World” is.

Students then read Chapter 2 independently. As they read, monitor and support them where appropriate.

Working with a partner In pairs, students take turns reading the pages in Chapter 3.

After reading about each animal, have students discuss: Did the photo provide extra information to the text?

Discuss as a group: How would this chapter have been different if there weren’t any photos? What did the photos add to your understanding?

Students read the remainder of the text independently.

Before reading

Reading with teacher support

Give each student a copy of Exploring Galápagos. Read aloud the note from the author on page 32. Say: This book contains words related to the setting. Discuss the setting of the story and the words that relate to this time and place.

Have students read the chapter titled “Alone and afraid.”

Discuss: Why were Syms’ rescuers so angry? Were you surprised that Charles Darwin went to look at the iguanas? Why? What do you think will happen next?

Support and monitor students as they read the remainder of the book independently.

★ Discuss some of the more uncommon words in the book.

Check for understanding

Quick write

(Refer to the list in the “Literary language” section.)

Say: As you read the book, you got information from the text and the photos. Sometimes information is only in the written text, sometimes the photos contain information that is not included in the text, and sometimes the information is in both the text and the photos.

In pairs, students complete Graphic Organizer 1: Fact finder.

Establishing the strategy focus

Discuss: What historical fact is mentioned on pages 28 and 29?

Ask: Did Syms actually show his journal to Darwin? Draw out that this may or may not have happened – that is, it’s not a fact.

Exploring vocabulary

Have students browse through the book. Say: This journal is fictional but it is based on real events. When you read, look for historical facts in the text and write these on a sticky note.

After reading

During reading

Talking about the book

Reading with teacher support

Have students talk about the whole text. Use a range of questions to promote discussion and higher-level thinking.

Why did the scientists find so many new species in the Foja Mountains?

(Inferential) Where else in the world do you think there might be undiscovered plant and animal species? (Synthesizing) What message did you get from reading this book? (Critical) Invite students to ask their own questions.

Vocabulary reflection

★ Ask: What new words did you learn by reading this book? Scribe

Have students read the preface. Ask: What do you know about the Galápagos Islands? Have students discuss their ideas with a partner and then share them as a group.

Students read pages 6 to 13 independently. Say: As you notice historical facts, write them on sticky notes.

Check for understanding Have students share the historical facts they have noted.

Ask: What makes you think these are facts? Draw out that facts are statements about how things are (e.g. “There are 16 islands in the group”) or about things that really happened (e.g. “These islands were formed millions of years ago”).

Have partners talk about the facts they learned reading this story.

Say: Realistic narratives like this journal can contain factual information.

Introduce Graphic Organizer 2: Finding facts in fiction. Have students work with a partner to complete it.

Have students talk about the whole text. Use a range of questions to promote discussion and higher-level thinking.

Why is Syms so keen to become Charles Darwin’s assistant? (Inferential) How might Charles Darwin’s journal be similar to Syms’ journal? How might it be different? (Synthesizing) What would the author have needed to know to write this narrative?

(Critical) Invite students to ask their own questions.

★ Choose a page to read aloud and point out the facts

Strategy reflection

in that section of text.

★ Ask: What new words have you learned by reading this book?

Working with a partner

Have pairs of students list three words. Pairs share their lists to create a class list.

why not?

★

These activities are also suitable for English Language Learners (ELL).

New animal species should be put in zoos or wildlife parks so everyone can see them.

Strongly disagree

Strongly agree

Why?

Talking about the book

Discuss aspects of the expedition – its purpose, its difficulties, and what the scientists did there. Have students point to evidence from both the text and the photos to support their thinking.

Students read pages 14 to 21 independently, again noting at least two facts they come across. Have students talk with a partner about the facts they learned.

Invite pairs to share the facts they have listed and discuss them with the whole group.

Why?

After reading

a list as students offer suggestions.

★ Ask: Would you like to have been on this expedition? Why or

Strongly agree

Working with a partner

Check for understanding

Say: It is a good strategy to access all the information on a page when you are reading. Sometimes you can gather extra information by viewing the photos and other visual images in a book.

Strongly disagree

Untouched habitats should be left alone.

Strongly disagree

Strongly agree

Why?

Vocabulary reflection

Strategy reflection

Assessment

Ask: Does the inclusion of historical facts in a story make it better?

Why do you think this? Draw out that these facts make the story more believable.

Can students form opinions about a topic? Can they justify their opinions with reasonable arguments?

Flying Start to Literacy Lesson Plans Discovering the Lost World / Exploring Galápagos © 2018 EC Licensing Pty Ltd.

Graphic Organizer 1: Fact finder

Lesson Plans

Graphic Organizer 2: Finding facts in fiction

Name/s:

Name/s:

Use the Venn diagrams to write a fact written in the text, a fact seen in the photo, and a fact from both the photo and the text.

Write facts about each topic below that you learned from reading Exploring Galápagos.

Syms Covington

Blossom bat

Charles Darwin

(See the information on page 21.)

Text

Advanced Fluent reading stage Level T (50)

Photo

The Galápagos Islands

The voyage of HMS Beagle

Marine iguanas

Giant rat (See the information on page 23.)

Text

Discovering the Lost World reports on a place that very few people have visited, and where fascinating discoveries have been made.

Running words: 1,829 Text type: Report

Syms is desperate for a promotion from servant to assistant of Charles Darwin. However, during a visit to the Galápagos Islands, his efforts to impress almost go too far.

Running words: 2,798 Text type: Narrative

Content vocabulary

Literary language

arboreal biologist critically endangered data DNA samples electroreceptors habitat laboratory mountainous ornithologist pollination preserved scientific classification scientific expeditions species specimen surveyed

Adjectives: arduous arid diverse isolated monumental rare remote unique volcanic Verbs (sensing): acknowledged assume believe dawned decided feel know panic recognize reflect thought want wonder Nouns: archipelago endemic equator historical figures lavatories marine iguanas officers ship’s surgeon voyage

Reading strategies

Photo

Discovering the Lost World Exploring Galápagos

• Identifying how visual images complement or extend the written text • Identifying the historical facts within the text

Correlations with Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Discovering the Lost World / Exploring Galápagos © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 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: “© 2018–2019 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.

Flying Start to Literacy Lesson Plans Discovering the Lost World / Exploring Galápagos © 2018–2019 EC Licensing Pty Ltd.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultants: Susan Hill and Lyn Reggett 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 5(3) (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

5(7) (C) Use text evidence to support an appropriate response.

5(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

5(10) (C) Analyze the author's use of print and graphic features to achieve specific purposes.

Writing 5(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 5(7) (E) Interact with sources in meaningful ways.

Graphic Organizer 1: Fact finder

Lesson Plans

Graphic Organizer 2: Finding facts in fiction

Name/s:

Name/s:

Use the Venn diagrams to write a fact written in the text, a fact seen in the photo, and a fact from both the photo and the text.

Write facts about each topic below that you learned from reading Exploring Galápagos.

Syms Covington

Blossom bat

Charles Darwin

(See the information on page 21.)

Text

Advanced Fluent reading stage Level T (50)

Photo

The Galápagos Islands

The voyage of HMS Beagle

Marine iguanas

Giant rat (See the information on page 23.)

Text

Discovering the Lost World reports on a place that very few people have visited, and where fascinating discoveries have been made.

Running words: 1,829 Text type: Report

Syms is desperate for a promotion from servant to assistant of Charles Darwin. However, during a visit to the Galápagos Islands, his efforts to impress almost go too far.

Running words: 2,798 Text type: Narrative

Content vocabulary

Literary language

arboreal biologist critically endangered data DNA samples electroreceptors habitat laboratory mountainous ornithologist pollination preserved scientific classification scientific expeditions species specimen surveyed

Adjectives: arduous arid diverse isolated monumental rare remote unique volcanic Verbs (sensing): acknowledged assume believe dawned decided feel know panic recognize reflect thought want wonder Nouns: archipelago endemic equator historical figures lavatories marine iguanas officers ship’s surgeon voyage

Reading strategies

Photo

Discovering the Lost World Exploring Galápagos

• Identifying how visual images complement or extend the written text • Identifying the historical facts within the text

Correlations with Texas Essential Knowledge and Skills

Flying Start to Literacy Lesson Plans Discovering the Lost World / Exploring Galápagos © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 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: “© 2018–2019 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.

Flying Start to Literacy Lesson Plans Discovering the Lost World / Exploring Galápagos © 2018–2019 EC Licensing Pty Ltd.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultants: Susan Hill and Lyn Reggett 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 5(3) (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

5(7) (C) Use text evidence to support an appropriate response.

5(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

5(10) (C) Analyze the author's use of print and graphic features to achieve specific purposes.

Writing 5(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 5(7) (E) Interact with sources in meaningful ways.