FSTL TEKS FP Famous Finds - The Lost Tomb

Lesson Plans

Activity card

Blackline master Comparing famous finders

Make a timeline

How were Mary Anning and Howard Carter the same? How were they different?

Write your ideas in the Venn diagram below.

Cut out the sentence cards. Work with your partner to sort both sets of cards into the correct order. Use Famous Finds to check that you got it right!

Stick each set of cards onto a strip of paper to create your two timelines.

Fluent Plus reading stage Level N (30)

Mary Anning’s fossil discoveries Mary Anning

Howard Carter

Mary and her brother Joseph search for fossils with their father on the beach near their home.

Today, Mary is remembered as one of the greatest ever fossil hunters.

Scientists from around the world come to Mary for advice and help to find fossils.

Mary Anning dies in 1847.

Mary Anning is born in 1799.

Mary finds many dinosaur skeletons and other amazing fossils.

Joseph gets a job.

Mary continues to hunt for fossils.

Mary’s father dies.

Lord Carnarvon arrives at the dig, and Howard drills through the door.

Howard discovers three tombs, but they are all empty.

After six years of searching, Howard and his team decide to do one last dig.

Howard and his team dig under some ancient huts and find some steps.

Howard Carter becomes famous, and the world has “Tut-mania!”

The stone door opens and Howard finally sees the tomb full of treasures.

At the bottom of the steps is a stone door.

Lord Carnarvon pays archaeologist Howard Carter to search for Tutankhamen’s Tomb.

Can the student identify similarities and differences?

Is the student able to record information appropriately using a Venn diagram?

Flying Start to Literacy Lesson Plans Famous Finds / The Lost Tomb © 2020 EC Licensing Pty Ltd.

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: “© 2020 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

Content vocabulary

ancient Ancient Egyptian archaeologist artifacts burial chamber dig fossil pharaohs tomb treasure

Phonics

• Exploring the prefix “un” as in uncovered • Identifying “ough” as in enough

Famous Finds

Flying Start to Literacy Lesson Plans Famous Finds / The Lost Tomb © 2020 EC Licensing Pty Ltd.

Assessment

William decides to help his uncle discover Egyptian treasure. But things go wrong, and William gets trapped inside a tomb!

Running words: 1,838 Text type: Narrative

Text structures and features

The discovery of Tutankhamen’s Tomb

© 2020 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.

Famous Finds recounts the incredible stories of Mary Anning’s fossil discoveries and Howard Carter’s discovery of Tutankhamen’s Tomb.

Running words: 1,284 Text type: Historical recount

Text: Kerrie Shanahan 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

The Lost Tomb

Reading strategies

• • • • • •

oreword, chapters with headings and sub-headings F Captioned illustrations and photographs Images of historical writing and drawing samples, and artifacts Chapters and headings Third person narrative with dialogue Illustrations

• I dentifying text connectives that indicate time • Identifying characters’ feelings and motives

Texas Essential Knowledge and Skills Phonics 2(2) (A) (i) Produce a series of rhyming words.

3(2) (A) (v) Decode words using knowledge of prefixes.

Reading 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

3(6) (F) Make inferences and use evidence to support understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(12) (D) Compose correspondence such as thank you notes or letters.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

Lesson 1 Famous Finds

Lesson 2 The Lost Tomb Key concepts • Some buried artifacts and fossils are very rare and can be worth a lot of money.

• F inding buried treasure is a complicated and time-consuming task.

Returning to the book

Key concepts • Discovering buried treasure takes a lot of knowledge and planning, and sometimes some luck is needed, too.

• Doing something risky can have dangerous results.

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

Developing fluency Have students record themselves using an audio recording device. Have them listen to their recordings. Say: Listen to your reading. Does your voice sound smooth? Were your words easy to hear and understand?

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

Developing fluency Have students read the book in small groups, taking on the roles of the various characters. Say: When you read dialogue, try to make your voice sound smooth, not jerky, and think about how the character would speak if they were saying those words.

Before reading

After reading

Word work

Before reading

After reading

Word work

Getting ready to read

Talking about the book

Phonics

Getting ready to read

Talking about the book

Phonics

Encourage students to activate their prior knowledge. Ask: Have you ever found something precious? Have students discuss with a partner. Say: Sometimes people find buried things from the past that are very rare and worth a lot of money. What might some of these things be? Discuss.

Say: Some people search for fossils or treasures that ancient people have buried. What do you know about this? Discuss as a group.

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

How did Mary know how to find fossils? What was found in Tutankhamen’s Tomb? (Literal) Why didn’t Mary Anning receive any wealth or fame? (Inferential) What amazed you most about Mary? What was interesting about Howard? How were they similar? How were they different?

(Synthesizing) Why do you think the author chose these two people for this book?

How do you think Mary would be treated today by other fossil hunters? (Critical) Have students show what they have learned by filling in the Blackline master Comparing famous finders.

Have students turn to page 9. Ask: What word has the prefix “un?” Discuss the meaning of the word “covered” and how it changes when “un” is added to it. Have pairs of students brainstorm a list of other words with the “un” prefix.

Create a group list.

Encourage students to activate their prior knowledge. Ask: What do you know about ancient Egypt and treasure buried in tombs under the ground? Have students talk with a partner. Discuss as a group.

Say: Almost one hundred years ago in Egypt, a man called Howard Carter discovered an underground tomb filled with treasure. We’re going to read a fictional story based around this incredible discovery.

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

When William and Omar were found in the tunnel why were they so sleepy? (Literal) Why did William want to help his uncle find the tomb? How did Uncle Howard feel when he saw William and Omar inside the tomb?

Why? (Inferential) This is a fictional story, but could something like this have actually happened? Why do you think this? (Synthesizing) This story is loosely based on a real event. What would the author need to have known to write this story? (Critical)

Write enough on a chart. Ask: What sounds can you hear in this word? Focus on the sound that “ough” makes. Ask: What other words end in this sound? Make a list (e.g. tough, rough, stuff, puff) and discuss the different letter combinations that make the final sound in each word.

Vocabulary building Write the word fossil on a chart. Discuss its meaning and then ask: What other words do you think of when you hear the word “fossil?” Scribe students’ ideas onto the chart as a semantic word web. Repeat for the word “archaeologist.”

Introducing the book Give each student a copy of the book and have them read the title and the contents page. Ask: What might the book be about? How is the information in the book organized?

Have students prepare for reading by thinking and talking about the book. Say: The two factual recounts are about finding things. What do you predict they will find?

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: How can you keep track of when the events in the recount occur? Discuss and draw out that identifying words and phrases that indicate time helps them to do this.

During reading Ask each student to read the text independently. Monitor students as they read and support them where appropriate.

If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Say: The author has used words and phrases to help us know the order of these events and when they happened. Point out some examples (e.g. after, over many hours, a few months later). Ask: What can you do if you want to check when something happened?

ELL support • The introduction establishes a context for the book.

• Chapter headings and sub-headings signal content.

• The glossary explains content-specific vocabulary.

Exploring words Return to the charts created during the “Vocabulary building” stage. Ask: What other words can we now add to these charts? Have students offer their ideas and add these words to the charts. Have students work with a partner and take turns saying words from the charts in a sentence.

Vocabulary building Say: The story you are going to read is set in Egypt, and it’s about discovering a buried tomb full of treasure. What words might be in this book? Discuss, and list students’ ideas on a chart.

Writing

Introducing the book

Model writing a newspaper article about the discovery of Tutankhamen’s Tomb. For example: Famous Find!

Tutankhamen’s Tomb has finally been discovered. Yesterday, archaeologist Howard Carter drilled open the stone door and found a room full of treasure. A gold throne, several statues, and even a chariot are inside. Talk aloud as you write, to show your thinking.

Say: Imagine you were with the group of people who first saw the treasures inside Tutankhamen’s Tomb. You would probably want to tell your family. What would you write in a letter to them?

Have students talk with a partner about their ideas before writing their letter.

Give each student a copy of the book and have them read the title and the contents page. Ask: What clues do the chapter names give you about the plot of the story?

Have students prepare for reading by thinking and talking about the book. Say: This story is set at an archaeological dig in Egypt. What might this setting be like?

Sharing and presenting Have students take turns reading their letters. Ask: If Tutankhamen’s Tomb was found today, how would we find out about it?

Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: You have a good understanding of the different characters, how they felt, and why they acted the way they did. Why is this important for you as a reader?

During reading

ELL support

Ask each student to read the text independently. Monitor students as they read and support them where appropriate.

If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Say: Understanding how a character is feeling can help you as a reader to understand why a character acts in a certain way. Where appropriate, focus on this by asking questions such as: What is William feeling? How can you tell? Why did he act that way?

• Well-defined characters are introduced in chapter 1.

• Illustrations help readers understand the setting.

• ‘A note from the author’ gives a context for the story.

Exploring words Say: This story has characters and dialogue. How can you tell when a character is speaking? Discuss and draw out the use of quotation marks and the use of words such as “said,” “called,” etc. Have students work with a partner to find words and phrases that indicate a person is speaking.

Writing Ask: What would you enjoy about being an archaeologist? What wouldn’t you like? Discuss. Say: I’m going to write my opinion on this. Model your writing on a chart. For example: I would love to be an archaeologist. Say: Now I’ll write about why I think this way.

For example: It would be an exciting job. Finding rare treasures would be so interesting, and I’d like working outside.

Have students write their own story about William and Omar. Ask: What might happen to the boys in their next adventure?

What problems might they face? Have students share their ideas with a partner before they write.

Sharing and presenting In small groups, have students take turns reading their stories aloud. Encourage students to provide positive feedback after each student has read.

Synthesizing: Talk about the pair After reading Famous Finds and The Lost Tomb, draw up a T-chart with the headings: “Know” and “Wonder.” Ask: What do you now know about finding buried fossils and treasure?

What do you wonder? Use students’ ideas to fill in the table.

Students can work further on the books by completing the Activity card.

Lesson Plans

Activity card

Blackline master Comparing famous finders

Make a timeline

How were Mary Anning and Howard Carter the same? How were they different?

Write your ideas in the Venn diagram below.

Cut out the sentence cards. Work with your partner to sort both sets of cards into the correct order. Use Famous Finds to check that you got it right!

Stick each set of cards onto a strip of paper to create your two timelines.

Fluent Plus reading stage Level N (30)

Mary Anning’s fossil discoveries Mary Anning

Howard Carter

Mary and her brother Joseph search for fossils with their father on the beach near their home.

Today, Mary is remembered as one of the greatest ever fossil hunters.

Scientists from around the world come to Mary for advice and help to find fossils.

Mary Anning dies in 1847.

Mary Anning is born in 1799.

Mary finds many dinosaur skeletons and other amazing fossils.

Joseph gets a job.

Mary continues to hunt for fossils.

Mary’s father dies.

Lord Carnarvon arrives at the dig, and Howard drills through the door.

Howard discovers three tombs, but they are all empty.

After six years of searching, Howard and his team decide to do one last dig.

Howard and his team dig under some ancient huts and find some steps.

Howard Carter becomes famous, and the world has “Tut-mania!”

The stone door opens and Howard finally sees the tomb full of treasures.

At the bottom of the steps is a stone door.

Lord Carnarvon pays archaeologist Howard Carter to search for Tutankhamen’s Tomb.

Can the student identify similarities and differences?

Is the student able to record information appropriately using a Venn diagram?

Flying Start to Literacy Lesson Plans Famous Finds / The Lost Tomb © 2020 EC Licensing Pty Ltd.

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: “© 2020 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

Content vocabulary

ancient Ancient Egyptian archaeologist artifacts burial chamber dig fossil pharaohs tomb treasure

Phonics

• Exploring the prefix “un” as in uncovered • Identifying “ough” as in enough

Famous Finds

Flying Start to Literacy Lesson Plans Famous Finds / The Lost Tomb © 2020 EC Licensing Pty Ltd.

Assessment

William decides to help his uncle discover Egyptian treasure. But things go wrong, and William gets trapped inside a tomb!

Running words: 1,838 Text type: Narrative

Text structures and features

The discovery of Tutankhamen’s Tomb

© 2020 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.

Famous Finds recounts the incredible stories of Mary Anning’s fossil discoveries and Howard Carter’s discovery of Tutankhamen’s Tomb.

Running words: 1,284 Text type: Historical recount

Text: Kerrie Shanahan 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

The Lost Tomb

Reading strategies

• • • • • •

oreword, chapters with headings and sub-headings F Captioned illustrations and photographs Images of historical writing and drawing samples, and artifacts Chapters and headings Third person narrative with dialogue Illustrations

• I dentifying text connectives that indicate time • Identifying characters’ feelings and motives

Texas Essential Knowledge and Skills Phonics 2(2) (A) (i) Produce a series of rhyming words.

3(2) (A) (v) Decode words using knowledge of prefixes.

Reading 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

3(6) (F) Make inferences and use evidence to support understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(12) (D) Compose correspondence such as thank you notes or letters.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

Lesson Plans

Activity card

Blackline master Comparing famous finders

Make a timeline

How were Mary Anning and Howard Carter the same? How were they different?

Write your ideas in the Venn diagram below.

Cut out the sentence cards. Work with your partner to sort both sets of cards into the correct order. Use Famous Finds to check that you got it right!

Stick each set of cards onto a strip of paper to create your two timelines.

Fluent Plus reading stage Level N (30)

Mary Anning’s fossil discoveries Mary Anning

Howard Carter

Mary and her brother Joseph search for fossils with their father on the beach near their home.

Today, Mary is remembered as one of the greatest ever fossil hunters.

Scientists from around the world come to Mary for advice and help to find fossils.

Mary Anning dies in 1847.

Mary Anning is born in 1799.

Mary finds many dinosaur skeletons and other amazing fossils.

Joseph gets a job.

Mary continues to hunt for fossils.

Mary’s father dies.

Lord Carnarvon arrives at the dig, and Howard drills through the door.

Howard discovers three tombs, but they are all empty.

After six years of searching, Howard and his team decide to do one last dig.

Howard and his team dig under some ancient huts and find some steps.

Howard Carter becomes famous, and the world has “Tut-mania!”

The stone door opens and Howard finally sees the tomb full of treasures.

At the bottom of the steps is a stone door.

Lord Carnarvon pays archaeologist Howard Carter to search for Tutankhamen’s Tomb.

Can the student identify similarities and differences?

Is the student able to record information appropriately using a Venn diagram?

Flying Start to Literacy Lesson Plans Famous Finds / The Lost Tomb © 2020 EC Licensing Pty Ltd.

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: “© 2020 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

Content vocabulary

ancient Ancient Egyptian archaeologist artifacts burial chamber dig fossil pharaohs tomb treasure

Phonics

• Exploring the prefix “un” as in uncovered • Identifying “ough” as in enough

Famous Finds

Flying Start to Literacy Lesson Plans Famous Finds / The Lost Tomb © 2020 EC Licensing Pty Ltd.

Assessment

William decides to help his uncle discover Egyptian treasure. But things go wrong, and William gets trapped inside a tomb!

Running words: 1,838 Text type: Narrative

Text structures and features

The discovery of Tutankhamen’s Tomb

© 2020 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.

Famous Finds recounts the incredible stories of Mary Anning’s fossil discoveries and Howard Carter’s discovery of Tutankhamen’s Tomb.

Running words: 1,284 Text type: Historical recount

Text: Kerrie Shanahan 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

The Lost Tomb

Reading strategies

• • • • • •

oreword, chapters with headings and sub-headings F Captioned illustrations and photographs Images of historical writing and drawing samples, and artifacts Chapters and headings Third person narrative with dialogue Illustrations

• I dentifying text connectives that indicate time • Identifying characters’ feelings and motives

Texas Essential Knowledge and Skills Phonics 2(2) (A) (i) Produce a series of rhyming words.

3(2) (A) (v) Decode words using knowledge of prefixes.

Reading 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

3(6) (F) Make inferences and use evidence to support understanding.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

Writing 3(12) (D) Compose correspondence such as thank you notes or letters.

Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.