First-Time Visitors - Odysseus and the Cyclops

Lesson Plans Advanced Fluent reading stage Level R (40)

First-time Visitors reports on the first expeditions to reach remote places such as the South Pole, Mount Everest, and the moon.

Running words: 2,364 Text type: Report

After enraging the gods, Prince Odysseus and his soldiers endure a series of frightening events as punishment.

Running words: 2,734 Text type: Narrative

Content vocabulary

Literary language

altitude sickness atmosphere avalanche bathyscaphe cosmonaut expedition exploration frostbite glacier gravity hypothermia motorized mountaineer navigate plateau solar winds space mission stratosphere summit uninhabitable

Language related to setting: bounty cannibals curse gods shipwreck temples thunderbolts trident whirlpools wine skins Proper nouns: Ancient Greece Cyclops Ithaca Nobody Odysseus Polyphemus Poseidon Trojan War Trojans Troy Nouns (abstract): choice hardship idea judgment lessons pride

Reading strategies First-time Visitors Odysseus and the Cyclops

• Making inferences about the information • Identifying the language of the text type (legend)

Correlations with Texas Essential Knowledge and Skills Reading 4(3) (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

4(6) (F) Make inferences and use evidence to support understanding.

4(9) (D) (ii) Recognize characteristics and structures of informational text, including features to support understanding.

4(10) (D) Describe how the author’s use of imagery, literal and figurative language achieves specific purposes.

Writing 4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 4(7) (C) Use text evidence to support an appropriate response.

Lesson Plan

First-time Visitors Key concepts

• S ome places are difficult and dangerous to visit.

• S ome people risk their lives to be the first to visit remote, hard-to-reach places.

Before reading Exploring vocabulary Give each student a copy of First-time Visitors. Have them browse through the book and then say: This book is about people who visited parts of the world for the very first time. Where might some of these places be? Use students’ responses to scribe a list of words related to the content of the book.

★ Refer students to the glossary on page 32. Discuss the listed words and their definitions.

Establishing the strategy focus Say: This is an information book. As we read, we will focus on gaining a deeper understanding of the information, based on more than just the facts. To do this, we will use what we already know and the information supplied in the book to make inferences – that is, to make assumptions and draw conclusions.

During reading Reading with teacher support Have students read the introduction. Ask: What do you infer about people who risk their lives to travel to unknown places? Discuss students’ responses and scribe two or three of these onto a chart under the heading “Inferences.”

Have students read Chapter 1 independently. Discuss the content and have students make inferences. Ask: What can you say about Amundsen? What facts led you to say this?

Repeat this process with Chapter 2.

Check for understanding Have students read Chapter 3. Ask them to make inferences about the content. Listen, guide, and support students where applicable.

★ Model making inferences. For example, say: I infer that the Piccard family has risk-taking personalities and that they encourage each other to be adventurous. Why would I say this?

★

Working with a partner In pairs, have students take turns to read the pages in Chapters 4 and 5. Say: Take time to stop reading and make a note of information that you infer as you read the facts. Write down two or three inferences. Support and monitor students as they do this. After reading, invite pairs to share the inferences they have recorded.

Quick write Read the conclusion aloud and discuss the questions posed by the author.

Introduce Graphic Organizer 1: Firsts, facts, and inferences.

Say: With your partner, use the inferences you made during your reading to help you complete the chart.

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

What drives a person to be the first to reach a difficult location or complete a dangerous mission? (Inferential) What place might someone be a “first-time visitor” to in the future?

How would they get to this place? (Synthesizing) Did you like the destinations the author chose to include in this book?

Why? (Critical) Invite students to ask their own questions.

Vocabulary reflection

★ Revisit the glossary. In pairs, students take turns giving clues about a glossary entry as their partner tries to guess the word.

Strategy reflection Refer back to the “Inferences” chart. Invite students to offer other inferences about the book to add to the chart.

Say: Making inferences helps us to develop a deeper understanding of the information.

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

Lesson Plan

Odysseus and the Cyclops Key concepts

• L egends are set in a historical time and place, with imaginary features such as mythical creatures.

• L egends convey a message or a lesson that people can learn from.

Before reading Exploring vocabulary Give students a copy of Odysseus and the Cyclops. Have them browse through the book. Read the note from the author.

Discuss what a legend is. Ask: What sort of words might be in this legend?

★ List the names of people and places students will come across in the book (see the “Literary language” section).

Establishing the strategy focus Say: A legend is a story that is set in a historical time and place. Its main character is human but other characters can be mythical beasts.

A legend has a message about lessons learned, and the characters often go through an epic journey or series of events.

During reading Reading with teacher support Have students read the prologue. Discuss the setting (time and place). Say: Chapter 1 is called “An unknown land.” Predict what you think will happen next.

Have students read Chapter 1 independently. Monitor and support them where appropriate.

Check for understanding Ask: What words and phrases did you come across that wouldn’t appear in a realistic narrative? Have students scan the chapter to locate these.

Reading with teacher support Discuss: What might Odysseus’ plan be? Have students read Chapter 3 independently. Monitor and support them where appropriate.

Say: Legends include fantasy elements. What parts of this legend are fantasy?

Students read Chapter 4 independently.

Check for understanding Say: A legend contains a lesson – something that the person hearing the legend can learn. Often this message is about something you should not do. What lesson/s does this legend contain? Encourage students to refer to the last paragraph on page 30 to find the lessons. Ask: How can you relate to this message in your life?

Working with a partner Introduce Graphic Organizer 2: Language of legends. Have students work with a partner to talk about each section and complete it. Once complete, discuss students’ responses as a whole group.

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

What was the purpose of this legend? (Inferential) What lessons can you learn from this legend? (Synthesizing) How could you tell this story was a legend? (Critical) Invite students to ask their own questions.

★ Say: This story is a legend. Prince Odysseus is the main character.

Vocabulary reflection

He and his soldiers are lost. They are on a land they know nothing about. What might happen next?

★ Ask: What words were in this book that don’t appear in most of

Working with a partner In pairs, students take turns to read the pages in Chapter 2.

Ask: What aspects of the story indicate that it is a legend? Ask pairs to discuss this and then invite them to share their ideas.

Draw out that the introduction of the Cyclops, a mythical beast, is a feature of a legend.

the narratives you have read? Scribe students’ responses to create a group list.

Strategy reflection Ask: What are the features of a legend? Discuss and record students’ responses on a chart (e.g. set in historical times, has a message, includes some fantasy aspects such as mythical beasts, a human is a main character, there are adventurous exploits).

Synthesizing: Talk about the pair Reflect on First-time Visitors and Odysseus and the Cyclops.

Ask: How was Odysseus’ epic adventure similar to that of the explorers highlighted in First-time Visitors? Discuss students’ responses and scribe their ideas to create a class list.

Have students talk with a partner about the positives and negatives of going on adventures like these. They then complete the chart and writing task below. Have students share their views with the group.

Name/s:

First-time adventures Reasons for going

Reasons against going

Convince someone to either go OR not to go on a first-time adventure.

Assessment Can students use what they know about a topic to look at it from different perspectives? Can they write a simple argument?

Flying Start to Literacy Lesson Plans First-time Visitors / Odysseus and the Cyclops © 2018 EC Licensing Pty Ltd.

Graphic Organizer 1: Firsts, facts, and inferences Names/s:

Use First-time Visitors to help you compete the data chart. List two or three facts about each expedition and what you can infer from these facts.

Expedition

Facts

What information is stated?

Inferences

What can you assume?

South Pole (the southern-most place on Earth)

Mount Everest (the highest mountain on Earth)

Mariana Trench (the deepest part of the ocean)

The moon

Flying Start to Literacy Lesson Plans First-time Visitors / Odysseus and the Cyclops Š 2018–2020 EC Licensing Pty Ltd.

Graphic Organizer 2: The language of legends Name/s:

Reflect on Odysseus and the Cyclops. Talk with your partner and complete these tables.

Main character: Odysseus Strengths

Weaknesses

Lessons from the legend Lessons learned by Odysseus

Lessons we can learn from Odysseus today

1

1

2

2

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