Perspectives - Natural Wonders of the World

Task cards

Graphic Organizer: Persuasive text devices Device

Example (include page number)

Lesson Plan

Choose one of the following activities from this menu.

Anecdotes When I was a child …

Emotive language It is outrageous that such an evil can be allowed.

2

Natural Wonders of the World

Create a slideshow • Create a slideshow of images that illustrates an aspect of the issues surrounding tourism and the protection of natural wonders.

Natural Wonders of the World

Create a television advertisement • Plan, practice, and produce a TV advertisement.

• Think about the ad’s purpose – is it to encourage tourism, to inform people how to protect natural wonders, or both?

Facts A kiwi is a flightless bird.

• Record your ad using a video recording device.

Imperatives/commands People should do something about this issue.

Inclusive language (Personal pronouns) We need to take care of our environment.

3

4

Natural Wonders of the World

Natural Wonders of the World

Write a poem

Design a brochure

• Write a poem, song, or rap that highlights an aspect of the issues surrounding tourism and the protection of natural wonders.

• Choose a national park that contains several natural wonders.

• Create a “Be kind to the park” brochure for visitors to this national park.

Quotes from expert

Advanced Fluent reading stage

How can we protect the natural wonders of the world?

Levels T–V (50)

List of texts

PERSPECTIVES

1

• Exploring natural wonders • Striking a balance • The roof of the world • Real vs. replica • Grand Canyon Skywalk Paired connected texts

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

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.

Content vocabulary

Professor Jane Brown of Hillside University says …

adventurers conserve decontamination destruction deterioration ecosystem explorers heritage listed heritage site inhabited natural environment natural habitat natural wonders park protection pilgrimages preserving replica tourism tourists wilderness

Repetition Save the animals.

Save the plants.

Short sentences/ paragraphs We can stop this.

Flying Start to Literacy Lesson Plan Perspectives Natural Wonders of the World: How Do We Protect Them? © 2018 EC Licensing Pty Ltd.

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Natural Wonders of the World: How Do We Protect Them? © 2018 EC Licensing Pty Ltd. © 2018 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 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

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt 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(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

5(6) (H) Synthesize information to create new understanding.

5(9) (E) Recognize characteristics and structures of argumentative text.

5(10) (F) Examine how the author’s use of language contributes to voice.

Writing 5(12) (C) Compose argumentative texts using genre characteristics and craft.

Speaking and Listening 5(10) (A) Explain the author’s purpose and message within a text.

Graphic Organizer: What is the balance?

PERSPECTIVES Natural Wonders of the World: How Do We Protect Them?

Key concepts • H uman activity has an effect on the natural environment.

• P eople’s decision-making is motivated by positive and negative consequences.

• P eople have the right to enjoy the world’s natural features, but with this right comes responsibilities.

Further reading

Writing a persuasive text

Setting the task

Setting the task

Say: Read the last two articles, “Real vs. replica” and “Grand Canyon Skywalk.” As you read, think about the balance between tourism and protection. How can we protect the natural wonders of the world? Also think about the balance between tourism and protection. Share with your partner any new ideas you have after reading these articles.

Students revisit the graphic organizer. Say: With your partner, complete your graphic organizer. Mark on the line where you think the balance lies and write about your perspective.

Say: Authors of persuasive texts use a range of devices in order to influence and persuade the reader. Before we write, we are going to identify some of these devices in the articles we have read.

Introduce the Graphic Organizer: Persuasive text devices.

Discuss the persuasive text devices on the graphic organizer with the group.

Say: Revisit the articles in the book and record examples of persuasive text devices that the authors have used.

Students share the features of persuasive texts they have identified.

Thinking and talking circle

Independent partner work

Students bring their completed graphic organizers to a group discussion. Have each pair share their thinking.

Say: Now that you have read and discussed all of the articles, reflect on how your ideas and opinions may have changed. Invite students to share their ideas.

Say: Use the information you have gathered, plus your own personal opinions, to write a persuasive argument. Remember to support your argument with evidence. Highlight your opinions so the reader knows exactly what you think.

Present the graphic organizer What is your opinion?: How to write a persuasive argument (see PERSPECTIVES Natural Wonders of the World: What Are the Issues?, page 24).

Students work with their partner, independent of the teacher, to create a persuasive argument.

Remind students to use persuasive text devices to strengthen their argument.

Independent partner work

Introduce the book

Read the text

Setting the task

Setting the task

Give each student in the group a copy of the book PERSPECTIVES Natural Wonders of the World: How Do We Protect Them? Say: Work with a partner. Look closely at the images on pages 4 and 5 and talk about what you notice. Read the introduction aloud. Say: Discuss the questions in the introduction with your partner. Invite students to share their comments with the whole group.

Have students turn to pages 6 and 7. Say: Read the text and discuss the explorers’ code with your partner. Ask: Is it an important message? Do you agree with it? Record two of your comments on sticky notes. Discuss students’ comments as a whole group.

Say: Talk with your partner about the words and phrases you expect to encounter when reading more about this topic. Record them on sticky notes.

Have students share their vocabulary predictions and record these on a chart. Check against the vocabulary listed on the front of the Lesson Plan. Introduce any essential vocabulary that the students did not predict and add these to the chart.

Say: This book has several articles that provide a variety of perspectives about tourism and protecting natural wonders. Each article attempts to persuade you to think about the issue in a particular way. Have students browse through the book.

Say: You are now going to read two of the articles. As you read, think about the specific questions posed in the introduction to each article.

Then think about how each author feels about tourism and protecting natural wonders.

Independent partner work Introduce the Graphic Organizer: What is the balance? Say: It is important to “wonder” together. Should we protect places of natural wonder? Should we be able to visit these places?

Students work with their partner to record two or three reasons under each heading on the graphic organizer.

Thinking and talking circle Call the group together to share their ideas. As pairs report back to the whole group, scribe their ideas onto a T-chart.

While the group discusses the issues, assess their prior knowledge and the content-specific vocabulary they use.

Independent partner work Students read “Striking a balance” and “The roof of the world” independently using sticky notes to record key points, comments, and questions. They then discuss their thinking with their partner.

Thinking and talking circle Select two or three of the discussion stems below to encourage and extend students’ discussion. (These can be prepared on index cards or on an anchor chart before the lesson.)

1. Think about what you have read. What is your reaction to each of these articles? (Responding to texts) 2. What ideas did you find interesting or challenging? Were there any ideas you found confusing? (Clarifying ideas) 3. What language did the author use for impact and interest?

Were there any words that you had questions about?

(Clarifying vocabulary) 4. What visual images affected you the most? (Responding to visual images) 5. Choose one of the articles you have read. What did you learn? (Summarizing) 6. What ideas are common to these articles? (Synthesizing) 7. What questions do you still have? (Questioning)

Reading closely Setting the task Pairs of students choose one article to read closely. Say: Choose an article that includes information from an expert. As you reread, imagine you’re leaning in close with a magnifying glass – notice more and think deeply. Think about the impact of using experts. What does the expert add to the article?

Independent partner work

Thinking and talking circle Partners bring their completed persuasive arguments to a group discussion. As each pair presents their persuasive argument, the rest of the group identifies the persuasive features and provides feedback.

Tourism

Protection

Reasons for allowing tourists to visit natural wonders

Reasons for protecting natural wonders

Mark on the line where you think the balance is.

Tourism

Protection Explain your perspective and how it can be achieved.

Students reread their chosen article, focussing on the use of expert opinion. In pairs, have students record who the expert is. Ask: How did this expert impact the article? How did they add to its success? Students work with their partner to record their responses.

Thinking and talking circle Students share their notes with the group. They should come to the meeting prepared to discuss, cite evidence from the text, and offer opinions.

Task cards Students can complete one or more of the task cards provided. The activities on the task cards will extend students’ understanding of the issues, challenge their thinking, and foster further interest in the topic.

The activities cater for a range of learning styles and provide students with the opportunity to share their knowledge and opinions in a variety of ways.

The task cards can be completed independently, in pairs, or in small groups.

Flying Start to Literacy Lesson Plan Perspectives Natural Wonders of the World: How Do We Protect Them? © 2018 EC Licensing Pty Ltd.

Task cards

Graphic Organizer: Persuasive text devices Device

Example (include page number)

Lesson Plan

Choose one of the following activities from this menu.

Anecdotes When I was a child …

Emotive language It is outrageous that such an evil can be allowed.

2

Natural Wonders of the World

Create a slideshow • Create a slideshow of images that illustrates an aspect of the issues surrounding tourism and the protection of natural wonders.

Natural Wonders of the World

Create a television advertisement • Plan, practice, and produce a TV advertisement.

• Think about the ad’s purpose – is it to encourage tourism, to inform people how to protect natural wonders, or both?

Facts A kiwi is a flightless bird.

• Record your ad using a video recording device.

Imperatives/commands People should do something about this issue.

Inclusive language (Personal pronouns) We need to take care of our environment.

3

4

Natural Wonders of the World

Natural Wonders of the World

Write a poem

Design a brochure

• Write a poem, song, or rap that highlights an aspect of the issues surrounding tourism and the protection of natural wonders.

• Choose a national park that contains several natural wonders.

• Create a “Be kind to the park” brochure for visitors to this national park.

Quotes from expert

Advanced Fluent reading stage

How can we protect the natural wonders of the world?

Levels T–V (50)

List of texts

PERSPECTIVES

1

• Exploring natural wonders • Striking a balance • The roof of the world • Real vs. replica • Grand Canyon Skywalk Paired connected texts

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

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.

Content vocabulary

Professor Jane Brown of Hillside University says …

adventurers conserve decontamination destruction deterioration ecosystem explorers heritage listed heritage site inhabited natural environment natural habitat natural wonders park protection pilgrimages preserving replica tourism tourists wilderness

Repetition Save the animals.

Save the plants.

Short sentences/ paragraphs We can stop this.

Flying Start to Literacy Lesson Plan Perspectives Natural Wonders of the World: How Do We Protect Them? © 2018 EC Licensing Pty Ltd.

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Natural Wonders of the World: How Do We Protect Them? © 2018 EC Licensing Pty Ltd. © 2018 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 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

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt 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(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

5(6) (H) Synthesize information to create new understanding.

5(9) (E) Recognize characteristics and structures of argumentative text.

5(10) (F) Examine how the author’s use of language contributes to voice.

Writing 5(12) (C) Compose argumentative texts using genre characteristics and craft.

Speaking and Listening 5(10) (A) Explain the author’s purpose and message within a text.

Task cards

Graphic Organizer: Persuasive text devices Device

Example (include page number)

Lesson Plan

Choose one of the following activities from this menu.

Anecdotes When I was a child …

Emotive language It is outrageous that such an evil can be allowed.

2

Natural Wonders of the World

Create a slideshow • Create a slideshow of images that illustrates an aspect of the issues surrounding tourism and the protection of natural wonders.

Natural Wonders of the World

Create a television advertisement • Plan, practice, and produce a TV advertisement.

• Think about the ad’s purpose – is it to encourage tourism, to inform people how to protect natural wonders, or both?

Facts A kiwi is a flightless bird.

• Record your ad using a video recording device.

Imperatives/commands People should do something about this issue.

Inclusive language (Personal pronouns) We need to take care of our environment.

3

4

Natural Wonders of the World

Natural Wonders of the World

Write a poem

Design a brochure

• Write a poem, song, or rap that highlights an aspect of the issues surrounding tourism and the protection of natural wonders.

• Choose a national park that contains several natural wonders.

• Create a “Be kind to the park” brochure for visitors to this national park.

Quotes from expert

Advanced Fluent reading stage

How can we protect the natural wonders of the world?

Levels T–V (50)

List of texts

PERSPECTIVES

1

• Exploring natural wonders • Striking a balance • The roof of the world • Real vs. replica • Grand Canyon Skywalk Paired connected texts

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

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.

Content vocabulary

Professor Jane Brown of Hillside University says …

adventurers conserve decontamination destruction deterioration ecosystem explorers heritage listed heritage site inhabited natural environment natural habitat natural wonders park protection pilgrimages preserving replica tourism tourists wilderness

Repetition Save the animals.

Save the plants.

Short sentences/ paragraphs We can stop this.

Flying Start to Literacy Lesson Plan Perspectives Natural Wonders of the World: How Do We Protect Them? © 2018 EC Licensing Pty Ltd.

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Natural Wonders of the World: How Do We Protect Them? © 2018 EC Licensing Pty Ltd. © 2018 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 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

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt 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(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

5(6) (H) Synthesize information to create new understanding.

5(9) (E) Recognize characteristics and structures of argumentative text.

5(10) (F) Examine how the author’s use of language contributes to voice.

Writing 5(12) (C) Compose argumentative texts using genre characteristics and craft.

Speaking and Listening 5(10) (A) Explain the author’s purpose and message within a text.